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A Comparison of the Perceptions of Hong Kong Junior and Senior Secondary Students on Memorizing and Understanding in Learning Science: (English)

A Comparison of the Perceptions of Hong Kong Junior and Senior Secondary Students on Memorizing and Understanding in Learning Science: (English)

          
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About the Book

This dissertation, "A Comparison of the Perceptions of Hong Kong Junior and Senior Secondary Students on Memorizing and Understanding in Learning Science" by Hon-fai, Lai, 黎漢輝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT In order to clarify the intertwined relationship between memorization and understanding in Chinese learners' conceptions of learning and their learning approaches, the study investigated the perception of Hong Kong secondary students on memorizing and understanding in learning Science. The purpose of the study was to compare the approaches to learning Science between high and low achieving junior and senior secondary students and investigate the roles of memorizing and understanding when they learn Science. The study also examined the difference in using memorizing approach and understanding approach to learn Science between the low achievers and high achievers of Hong Kong secondary students. The sample of the study involved 183 Form 1 and 38 Form 6 Chinese male students from a government-aided secondary school. The Learning Process Questionnaire and semi-structured interviews were used to collect the data for analysis. The findings revealed that the Hong Kong Chinese secondary students used deep approach as well as memorizing approach to learn Science. Both junior and senior secondary students had understanding and memorization in their conceptions of learning Science with understanding approach being used first and then memorizing what was understood. Similarly, most of the low and high achievers perceived that understanding was more important in their conceptions of learning Science, except for a few low achievers who perceived memorizing as more important. The study also identified changes in conceptions of learning and learning approaches of individual students because of changes in the Science curriculum and the nature of assessment. Thus the suggestion about changing students' learning approaches to Science and their conceptions of learning Science was also discussed. DOI: 10.5353/th_b3760556 Subjects: Memory Comprehension Learning, Psychology of Science - Study and teaching (Secondary) - China - Hong Kong Junior high school students - China - Hong Kong - Attitudes High school seniors - China - Hong Kong - Attitudes


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Product Details
  • ISBN-13: 9781361444856
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 124
  • Spine Width: 7 mm
  • Width: 216 mm
  • ISBN-10: 1361444851
  • Publisher Date: 27 Jan 2017
  • Binding: Paperback
  • Language: English
  • Series Title: English
  • Weight: 304 gr


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A Comparison of the Perceptions of Hong Kong Junior and Senior Secondary Students on Memorizing and Understanding in Learning Science: (English)
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