Understanding gypsy children’s conceptions of learning: A phenomenographic study

Rosário, Pedro; Núñez, José Carlos; Azevedo, Raquel; Cunha, Jennifer; Pereira, Ana; Mourão, Rosa

doi:10.1177/0143034312469304

Cited by 29 publications

(28 citation statements)

References 19 publications

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“…The population of the study was from lower socio-economic background. This socioeconomic background is linked to undesired conceptions of learning (Rosário et al, 2014). The study affirmed the findings of Rosário et al (2014).…”

Section: Discussionsupporting

confidence: 78%

“…A qualitative study by Rosário et al (2014), revealed that students perceive their learning process in view to their learning activities at school. Likewise, the process and approach opted to evaluate students' learning in schools inspire students' to conceive learning in particular ways.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…Rosário et al (2014) explored students' conceptions of learning having reflections of their perceived roles for future life and social class they belong. Although, intake of knowledge' conceptions of learning appear as most common conceptions of learning in students (Watters & Watters, 2007), however, construction of knowledge conceptions of learning common in white students as compared to intake of knowledge conceptions of learning in minority African and Asian students.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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Conceptions of learning determine students' ways to learn, motivations and expectations in schools. Conceptions have potential to understand and mold their learning behaviors at schools. Certain types of conceptions of learning appear obvious feature of students performing poorly in schools. Literature suggests that students' conceptions of learning are affected by students' social and cultural backgrounds. Students in underdeveloped, minority and Asian social and cultures have quite different conceptions than the students in developed countries. In Pakistani public school, most students are from the lower socio-economic background. Available literature reports drill, memorization, and external regulation of learning and lack of adequate motivation to learn in students of these schools, which signpost undesired conceptions of learning. The current study deals with the students studying in Pakistani schools to determine and understand their conception of learning. A qualitative data collection approach was used to collect the data from the respondents. An approach of applied thematic analysis used reduced qualitative data into themes, sub-themes and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary school science students' intake of knowledge and cooperation conceptions of learning. The findings were in line to various studies on Asian students. The high failing rate at secondary school level in science education in Pakistani schools is congruent to presence of intake of knowledge and cooperation conceptions of learning.

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Section: Discussionsupporting

confidence: 78%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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Section: The Studymentioning

confidence: 99%

“…The study adopted a In recent years, more phenomenographic studies have focused on highlighting children's views, opinions, and experiences (e.g. Karrby, 1990;Mumtaz, 2002;Rosário et al, 2013).A group of sixteen upper primary children between the age of eight and eleven years old participated in the study. The study was conducted over a period of three years; the first year was the conceptualizing and preparation period that involved reviewing relevant literature, critical discussion of methodologies, and piloting interview questions with upper primary children in Brunei to explore their thoughts about learning in government schools; the second year comprised refinement of interview questions using the scenario-based approach and data collection; and finally, the third year was the period of data analysis and interpretation of findings.…”

mentioning

confidence: 99%

Scenario-Based Interview: An Alternative Approach to Interviewing Children?

Jaidin¹

2018

Pac Early Child Educ Res Assoc

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Data in qualitative research are mainly derived through observations, document analysis, and interviews. The interview process in qualitative studies, however, can become challenging and complex when a group of children is involved as participants. This paper examines the methodological challenges faced by researchers when interviewing children and makes a case for the use of scenario-based interviews to obtain quality data from children in phenomenographic research.The discussion is based on a phenomenographic study that aimed at exploring and understanding children's experiences of learning in government primary schools in Brunei Darussalam. The processes that led to the development of two scenarios in a series of phenomenographic interviews are discussed in this paper. While there are limitations in the use of scenario-based interviews with children in phenomenographic research, it has the potential to address methodological concerns and, more importantly, to elicit quality data. Finally, the scenario-based interview offers an alternative to the in-depth interviews typically used in phenomenographic research. (2002) highlighted that pheomenographic data are typically collected through a series of deep and open-ended interviews, which are analysed through an iterative process of reading and rereading transcripts to produce an outcome space. However, based on the researcher's experience, attempting to elicit deep and rich data from children, especially in a context where education is highly-examination-oriented, traditional, and didactic, can be very challenging. This paper puts forth an alternative approach to interviewing children, using a scenario-based interview approach that is based on a phenomenographic study conducted with a group of eight to eleven years old children in Brunei Darussalam (henceforth called Brunei). In doing so, a brief background of Brunei and its education system is now presented to set the context for further discussions on the study. KeywordsThe study took place in Brunei, a small country located on the northwest coast of Borneo In these countries, including Brunei, children are tested regularly with examinations throughout their schooling years (Jaidin, 2009;Yeo & Clarke, 2006). In Brunei, the children's performances in examinations are significant indicators of school success (Jaidin, 2009;Scott & Fisher, 2002). This adds more pressure on teachers to complete a comprehensive syllabus and produce good results in examinations. Accordingly, teachers in Brunei choose to use traditional teaching methods that result in children being mainly passive in class where they rarely ask questions during lessons (Asmah, 2001;Attwood & Bray, 1989;Charleston, 1998;Scott & Fisher, 2002;Zaitun, 1997). The StudyThe main aim of the study was to provide a better understanding of the ways in which children experience learning in government schools in Brunei. The study adopted a In recent years, more phenomenographic studies have focused on highlighting children's views, opinions, and experience...

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Studying while doing time: understanding inmates’ conceptions of learning

Rosário

Núñez

Pereira

et al. 2015

British Educational Res J

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Low levels of education and dropping out of school are associated with criminal involvement. The Portuguese prison system, similar to other prison systems (e.g. England), offers prison-based educational programmes so inmates can complete compulsory education. However, the completion rate of these educational programmes is low, and the dropout rate is high. Deepening our understanding of how inmates conceptualise learning and how they engage in learning will improve the quality of the prison-based educational services and promote school enrolment. Data from a phenomenographic study of 30 Portuguese inmate students, ranging from 20 to 58 years of age, revealed an understanding of learning focused on the instrumental role of knowledge and its application in the short-term (e.g. learning how to read) and on integration in the prison system (e.g. learning how to play draughts to fit in the yard). Moreover, a broader understanding of learning that reflected particular forms of learning favoured within the prison context also emerged in the discourse. For example, learning was described as an opportunity to reflect upon their previous offence and behaviours and on the need to avoid violence. Participants also stressed the importance of setting an academic example for their children by engaging actively in learning and the significance of occupying one's time in prison in a positive and beneficial manner. Findings allow a first approach to prison students' involvement in school learning by listening to the inmates' opinions and thoughts, and they offer promising suggestions to improve the organisation of prison-based educational programmes.

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Understanding gypsy children’s conceptions of learning: A phenomenographic study

Cited by 29 publications

References 19 publications

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Scenario-Based Interview: An Alternative Approach to Interviewing Children?

Studying while doing time: understanding inmates’ conceptions of learning

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