What Does it Take to Learn

By J. Bowden, F. Marton. 2003

164 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education

View Paper: https://www.semanticscholar.org/paper/9d40a603ad61c22f79714d7c3d539829c1cca2dd

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In Cognitive Neuroscience

In Education

Citations in the corpus

Are students using the 'wrong' style of learning? (2008, background): “(Marton, 1975: 13) Cheating is a culturally determined concept, but copying the work of other students is a strategy used by both strong and weak students world-wide and is universally motivated by a wish to get the best mark in the shortest time.”
Approaches to Studying and Perceptions of the Academic Environment in Students Following Problem-Based and Subject-Based Curricula (2003, background): “Nevertheless, interview-based research in the 1970s showed that students’ approaches to studying vary with the content, the context and the demands of particular tasks (Laurillard, 1979; Marton, 1976; Ramsden, 1979).”
Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, methodology): “This approach is based on the information processing model of memory, which proposes that individuals remember material more accurately if the material is processed at a deep level rather than at a surface level (e.g., Craik & Lockhardt, 1972; Marton & Säljö, 1976).”
Students’ views of assessment in project-led engineering education: findings from a case study in Portugal (2012, background): “(Final survey) These perceptions from students reveal different approaches to learning which may be linked to what Marton (1976) identified as deep and surface approaches to learning as explained previously in the introduction section of this paper.”
Approaches to studying, conceptions of learning and learning styles in higher education (2011, unknown): “…and the demands of particular learning tasks: a deep approach aimed at understanding the meaning of the learning materials and a surface approach aimed at being able to reproduce those materials for the purposes of assessment (Laurillard, 1979; Marton, 1976; for a review, see Richardson, 2000).”
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education (2017, background): “Deep and Surface Approaches to Learning These early studies concentrated on the processing, but moving forward from the early studies of Marton and Säljö, research now generally differentiates between two qualitatively different approaches to learning: the surface and the deep approach (Biggs 2003; ”
Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education (2005, background): “To explain why different students adopted different approaches on the same course, Marton (1976) argued that students who adopt a deep approach take an active role and see learning as something that they themselves do, whereas those who adopt a surface approach take a passive role and see learning…”
Engaging students in learning: findings from a study of project-led education (2014, background): “Findings from this study suggest that PLE fosters deep-level learning (Marton 1976; Entwistle and Tait 1990) as the development of the project provides the opportunity for students to understand and link course contents to real-life situations.”