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Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis

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Academic year: 2021

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Table 1. Conceptions of learning proposed by educators.
Figure 1. The academic domain-specific epistemological beliefs, an interplay between academic epistemological beliefs and domain-specific epistemologies.
Table 3 shows that more art-major high school students conceptualized learning science as ‘calculating and practising tutorial problems’ (26.7%) than science-major students (11.7%)
Figure 2. A framework describing the variations of students’ conceptions  of learning science.

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