Abstract
M.Ed.
The purpose of this study was to investigate grade eleven Biology learners' conceptions of
what academic learning in the school situation is, and how learning takes place in general
and particularly in Biology.
Educational phychologists, remedial educators, primary and secondary school educators,
parents and learners are often confronted by the question: How do learners learn? Berry
and Sahlberg (1996:20) argue that to be able to learn how to learn, learners should have
some basic conceptual understanding of the answer to the question: What do we mean by
learning?
As a result of the excessive emphasis on rote learning and memorization, which seems to
be a general practice in most South African schools, this study argues that learners'
conceptions of learning (what learning is and how learning takes place) could be a
contributing factor to the problematic nature of learning of natural sciences. Learners often
experience difficulties with learning and studying. Common experience suggests that many attempts to assist learners to learn how to learn, fail. This may be ascribed to a variety of factors, one of which could be the learners' conception of what learning is and how they learn (Wood, 1988:75).
In-depth, semi-structured individual interviews were used as the primary source of data
collection and naïve sketches were used as an additional source. In this study, the
approach that was followed for data analysis was mainly based upon the constant
comparative method suggested by Maykut and Morehouse (1994:124-148).
From the analysis of the data 21 categories were identified from which five main patterns
(A to E) evolved, as indicated, each consisting of a number of categories.
Pattern A: Conceptions of learning are interrelated and interdependent and appear to be
on a continuum. In this study, scholastic academic learning was conceptualized
as: prior knowledge, knowledge, rote learning, memorization and application.
Pattern B: Learning is a complex and domain-specific process, implying that different
subjects or learning areas should be learned differently.
Pattern C: Learning is strategic.
Pattern D: Perceptions of instructional context and evaluation requirements influence
learning.
Pattern E: Learning and studying are of a personal and idiosyncratic nature.
iv.The implications of the findings can be summarized as follows: It is of the utmost
importance that educators provide opportunities for learners to discuss their own
conceptions/perceptions of learning in terms of learning in general and learning of specific
subjects. This dialogue will assist learners to reflect on and become aware of their learning
strategies, as well as their deficiencies and needs, therein.
It is my contention that learners' conceptions/perceptions of what learning is and how they
learn should initially be utilized in any intervention, which is meant to assist and guide
learners to learn-how-to-learn. It is the fundamental responsibility of educators to guide
individual learners to learn how to learn, utilizing subject specific metacognitive learning or
study strategies, integrated with the subject content.
Therefore, it is important that educators should assist learners to understand that learning
Biology entails more than mere memorization and that it should not be seen merely as a
learning subject.