CHILDREN'S CONCEPTIONS OF LEARNING

Jaidin, Jainatul Halida (2013) CHILDREN'S CONCEPTIONS OF LEARNING. In: OPTIMIZING OF MULTIPLE INTELLIGENCES TOEXAGGERATEHUMANPOTENT~TOWARDS VIRTUOUS CHARACTER. Prosiding, Vol. 1 (Cet. 1). Fakultas Pendidikan Islam dan Pelatihan Guru UIN Sunan Kalijaga, yogyakarta, pp. 25-30.

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Abstract

There are few phenomenographic studies investigating children's conceptions of learning. Although there have been an extensive number of studies found on children's perceptions of the schools they like (see for example, Burke & Grosvenor 2003; Pollard & Tiggs 2000), these studies are not phenomenographically oriented or related specifically to learning. Phenomenographic studiescarried out by Pramling (1983) andSteketee (1997) investigated preschool and primary school children's conceptions oflearning have been undertaken in Sweden and Australia respectively. Pramling (1983), Swedish preschool children with three conceptions of learning, they are: Learning as doing, Learning as knowing, Learning as understanding. Steketee (1997), Australian primary school children with 6 conceptions of learning, they are: Generic learning, Physically doing, Knowing more things, Knowing harder things, Searching for meaning, Constructing new understandings. Preschool children's conceptions oflearning

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