{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80204"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80204","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Students' Learning Approaches and Their Understanding of Some Chemical Concepts in Eighth-Grade Science","abstract":"Analysis of the target students' discourse and actions during the group activities and their interview responses revealed differences between the deep and surface learning approaches regarding generative thinking, nature of explanations, asking questions, metacognitive activity, and approach to tasks. Strategies associated with a deep learning approach included generating mental images and analogies, hypothesizing, thought experimenting and predicting possible outcomes, self-explaining and theorizing, invoking personal experiences and prior knowledge and applying them to new situations, asking questions, thinking of specific examples, and looking for coherence by seeking patterns and relating different aspects of the task. When students used a deep approach, they also constantly monitored and self-evaluated the status of their comprehension, self-questioned, self-corrected their errors, attended to contradictory information, considered limitations in their own or others' ideas and critiqued them.","abstract_html":"Analysis of the target students' discourse and actions during the group activities and their interview responses revealed differences between the deep and surface learning approaches regarding generative thinking, nature of explanations, asking questions, metacognitive activity, and approach to tasks. Strategies associated with a deep learning approach included generating mental images and analogies, hypothesizing, thought experimenting and predicting possible outcomes, self-explaining and theorizing, invoking personal experiences and prior knowledge and applying them to new situations, asking questions, thinking of specific examples, and looking for coherence by seeking patterns and relating different aspects of the task. When students used a deep approach, they also constantly monitored and self-evaluated the status of their comprehension, self-questioned, self-corrected their errors, attended to contradictory information, considered limitations in their own or others' ideas and critiqued them.","abstract_has_math":false,"creators":["Chin, Christine Hui Li"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["David Brown"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:57Z","date_published":"2015-09-25T19:55:57Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9812557"],"render_values":[{"text":"(MiAaPQ)AAI9812557","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80204","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David Brown"]},{"key":"dc:creator","label":"Author","values":["Chin, Christine Hui Li"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:57Z","10000-01-01","1997"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80204","(MiAaPQ)AAI9812557"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Analysis of the target students' discourse and actions during the group activities and their interview responses revealed differences between the deep and surface learning approaches regarding generative thinking, nature of explanations, asking questions, metacognitive activity, and approach to tasks. Strategies associated with a deep learning approach included generating mental images and analogies, hypothesizing, thought experimenting and predicting possible outcomes, self-explaining and theorizing, invoking personal experiences and prior knowledge and applying them to new situations, asking questions, thinking of specific examples, and looking for coherence by seeking patterns and relating different aspects of the task. When students used a deep approach, they also constantly monitored and self-evaluated the status of their comprehension, self-questioned, self-corrected their errors, attended to contradictory information, considered limitations in their own or others' ideas and critiqued them.","Made available in DSpace on 2015-09-25T19:55:57Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9812557.pdf: 17101303 bytes, checksum: 57668af2a72b9b6729fdcb359d4f5450 (MD5) Previous issue date: 1997","Embargo set by: Seth Robbins for item 81486 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","303 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997."]},{"key":"dc:title","label":"Title","values":["Students' Learning Approaches and Their Understanding of Some Chemical Concepts in Eighth-Grade Science"]}]}],"canonical_facts":{"dc:contributor":["David Brown"],"dc:creator":["Chin, Christine Hui Li"],"dc:date":["2015-09-25T19:55:57Z","10000-01-01","1997"],"dc:description":["Analysis of the target students' discourse and actions during the group activities and their interview responses revealed differences between the deep and surface learning approaches regarding generative thinking, nature of explanations, asking questions, metacognitive activity, and approach to tasks. Strategies associated with a deep learning approach included generating mental images and analogies, hypothesizing, thought experimenting and predicting possible outcomes, self-explaining and theorizing, invoking personal experiences and prior knowledge and applying them to new situations, asking questions, thinking of specific examples, and looking for coherence by seeking patterns and relating different aspects of the task. When students used a deep approach, they also constantly monitored and self-evaluated the status of their comprehension, self-questioned, self-corrected their errors, attended to contradictory information, considered limitations in their own or others' ideas and critiqued them.","Made available in DSpace on 2015-09-25T19:55:57Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9812557.pdf: 17101303 bytes, checksum: 57668af2a72b9b6729fdcb359d4f5450 (MD5) Previous issue date: 1997","Embargo set by: Seth Robbins for item 81486 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","303 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997."],"dc:identifier":["http://hdl.handle.net/2142/80204","(MiAaPQ)AAI9812557"],"dc:language":["eng"],"dc:subject":["Education, Educational Psychology"],"dc:title":["Students' Learning Approaches and Their Understanding of Some Chemical Concepts in Eighth-Grade Science"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}