This study explored college students' learning approaches, reasoning abilities, motivational goals, and beliefs abut the nature of science relative to science concept understanding and course achievement. The authors examined these variables within different science subjects, content sophistication, and course contexts. Results revealed unique relationships among these learning variables and students' understanding and achievement.
Details
Type Journal ArticlePub Date 12/1/2003Stock # jcst03_033_03_18Volume 033Issue 03