One of my areas of research is what I refer to as the Nature of Learning. This construct includes students’ epistemological beliefs (their beliefs about knowledge) and the beliefs about the learning process (think Dweck’s “growth mindset” and then some)*. I first became interested in the construct when I realized some of my (and others’) students were resisting research-based teaching because they held problematic views of what teaching and learning ought to be. Below I briefly discuss how students’ view of learning affects their learning.
Songer and Linn (1991) found that students with dynamic views of knowledge (it can change) more deeply integrated their learning. Conversely, those who hold beliefs that knowledge is certain are likely to not learn as well or misinterpret new information (Kardash and Scholes, 1996). These studies are not limited to college students (as many psych studies are). Chan and Sachs (2001) found that elementary students’ integration of new information from text are affected similarly by their beliefs about knowledge.
Of course, none of the above matters if our teaching and assessments do not target deep learning (as opposed to simple regurgitation). Songer and Linn (1991) summarize this issue well:
These findings are consistent with the view that students who hold static views of science and memorize information will do just as well on tests that do not require knowledge integration as will students who are attempting to develop integrated understanding. In contrast, when integrated understanding is emphasized in the curriculum and required on assessments, then students with dynamic views of science will be more successful than students with static views. (p. 775-776)
*Nature of Learning goes beyond Dweck’s work – see Schommer (1990) below if you are really interested.
Chan, C. K., & Sachs, J. (2001). Beliefs about learning in children’s understanding of science texts. Contemporary Educational Psychology, 26(2), 192-210.
Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs,and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260–271.
Schommer, M. (1990). Effects of Beliefs About the Nature of Knowledge on Comprehension. Journal of Educational Psychology. 82(3), 498-504.
Songer, N.B., & Linn, M.C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761-764.