Identification of Prospective Teacher Students Conception of Learning: A Comparative Study


  • Laras Firdaus Universitas Pendidikan Mandalika



Conception of learning, prospective teaher students, reproductive profile, constructive profile


The conception of learning is a psychological construct that is very influences learning outcomes. Therefore, many researchers have explored the concept of learning, especially in higher education. This study aims to identify and explain the learning conceptions of prospective teacher students based on differences in majors. A total of 136 voluntary respondents were taken randomly from four majors, namely veterinary education (54 students), biology education (38 students), educational technology (26 students), and educational administration (18 students). The instrument used to measure students' conceptions of learning was adapted from the conception of learning science (CoLS) developed by Lee et al. (2008). The data were analyzed descriptively and multivariately using SPSS 22 for windows at a significance of 5%. Veterinary education students tend to have mixed conceptions of learning (reproductive and constructive), and biology education and educational technology students tend to have constructive learning conceptions. In contrast, educational administration students tend to be quantitative or reproductive profiles. Our participants' conceptions of learning from different majors did not show a significant difference. In other words, in general, the difference in majors has no effect on our participants' learning conceptions. The implications of these results they are briefly described in the conclusions, limitations and recommendations.


Download data is not yet available.


Alamdarloo, G. H., Moradi, S., & Dehshiri, G. R. (2013). The relationship between students’ conceptions of learning and their academic achievement. Psychology, 04, 44–49.

Ali, R., Khurshid, K., Shahzad, A., Hussain, I., & Abu Bakar, Z. (2018). Nature of conceptions of learning in a collectivistic society: A qualitative case study of Pakistan. EURASIA Journal of Mathematics, Science and Technology Education, 14(4),

Ashong, C., & Commander, N. (2017). Brazilian and Nigerian International Students’ Conceptions of Learning in Higher Education. Journal of International Students, 7(2),

Bahcivan, E., & Kapucu, S. (2014). Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates’ conceptions of learning science. European Journal of Science and Mathematics Education, 2(2),

Burnett, P. C., Pillay, H., & Dart, B. C. (2003). The influences of conceptions of learning and learner self-concept on high school students’ approaches to learning. School Psychology International, 24(1), 54–66.

Cai, S., Jiao, X., Li, J., Jin, P., Zhou, H., & Wang, T. (2022). Conceptions of learning science among elementary school students in AR learning environment: A case study of “the magic sound.” Sustainability, 14, 6783.

Campos, F., Sola, M., Santisteban-Espejo, A., Ruyffelaert, A., Campos-Sánchez, A., Garzón, I., Carriel, V., de Dios Luna-Del-Castillo, J., Martin-Piedra, M. Á., & Alaminos, M. (2018). Conceptions of learning factors in postgraduate health sciences master students: A comparative study with non-health science students and between genders. BMC Medical Education, 18(1),

Chiou, G. L., Lee, M. H., & Tsai, C. C. (2013). High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education, 31(1),

Chiu, Y. L., Lin, T. J., & Tsai, C. C. (2016). The conceptions of learning science by laboratory among university science-major students: Qualitative and quantitative analyses. Research in Science & Technological Education, 34(3),

Cooper, I., Frommer, M., Gordon, S., & Nicholas, J. (2002). University teachers’ conceptions of memorising in learning science. Higher Education Research & Development, 21(3),

Dikmenli, M., & Cardak, O. (2010). A study on biology student teachers’ conceptions of learning. Procedia - Social and Behavioral Sciences, 2(2), 933–937.

Duarte, A. (2007). Conceptions of learning and approaches to learning in Portuguese students. Higher Education, 54, 781–794.

Entwistle, N., & Peterson, E. (2004). Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behaviour and Influences of Learning Environments. International Journal of Educational Research, 41, 407–428.

Fitriani, H., Asy’ari, M., Zubaidah, S., & Mahanal, S. (2019). Exploring the prospective teachers critical thinking and critical analysis skills. Jurnal Pendidikan IPA Indonesia, 8(3),

Ho, H. N. J., & Liang, J. C. (2015). The relationships among scientific epistemic beliefs, conceptions of learning science, and motivation of Learning science: A study of Taiwan high school students. International Journal of Science Education, 37(16),

Hsieh, W. M., & Tsai, C. C. (2017). Exploring students’ conceptions of science learning via drawing: A cross-sectional analysis. International Journal of Science Education, 39(3), 274–298.

Kapinga-Mutatayi, M., Mukendi, P., Unikin, Faculté de Psychologie et Sciences de l’Education, Kinshasa/DRCongo, Elen, J., & KULeuven, Centre for Instructional Psychology and Technology, 3000, Leuven/ Belgium. (2018). Students’ approaches to learning: Validating study processes questionnaire for use in congolese setting. Journal of Advances in Education Research, 3(2), 109–120.

Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2),

Lin, C. L., Tsai, C. C., & Liang, J. C. (2012). An investigation of two profiles within conceptions of learning science: An examination of confirmatory factor analysis. European Journal of Psychology of Education, 27(4),

Lin, T. J., Lin, T. C., Potvin, P., & Tsai, C. C. (2019). Research trends in science education from 2013 to 2017: A systematic content analysis of publications in selected journals. International Journal of Science Education, 41(3),

Lin, X., Deng, C., Hu, Q., & Tsai, C. (2019). Chinese undergraduate students’ perceptions of mobile learning: Conceptions, learning profiles, and approaches. Journal of Computer Assisted Learning, 35(3), 317–333.

Loyens, S. M. M. (2009). Students’ conceptions of constructivist learning in different programnne years and different learning environments. British Journal of Educational Psychology, 79, 501–514. 17.

Marouchou, D. V. (2012a). Can students’ concept of learning influence their learning outcomes? Higher Learning Research Communications, 2, 18.

Marouchou, D. V. (2012b). The impact students’ conceptions of learning may have on students’ learning outcomes. Higher Learning Research Communications, 2. Retrieved from

McCune, V., & Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303–310.

Murawski, L. M. (2014). Critical Thinking in the Classroom…and Beyond. Journal of Learning in Higher Education, 10(1), 25–30.

Ponto, J. (2015). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner in Oncology, 6(2).

Purdie, N., & Hattie, J. (2002). Assessing students’ conceptions of learning. Australian Journal of Educational and Developmental Psychology, 2.

Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88(1), 87–100.

Rabanaque, S., & Martínez-Fernández, J. R. (2009). Conception of learning and motivation of Spanish psychology undergraduates in different academic levels. European Journal of Psychology of Education, 24(4), 513–528.

Richardson, J. (2007). Mental models of learning in distance education. The British Journal of Educational Psychology, 77, 253–270.

Sadi, Ö. (2016). The analysis of high school students’ conceptions of learning in different domains. The International Journal of Environmental and Science Education, 10(6), 813–827.

Sadi, Ö., & Çevik, M. (2016). Investigating of conceptions of learning biology with respect to gender, grade level and school type. SHS Web of Conferences, 26, 01025.

Sadi, Ö., & Dağyar, M. (2015). High school students’ epistemological beliefs, conceptions of learning, and self-efficacy for learning biology: A study of their structural models. EURASIA Journal of Mathematics, Science and Technology Education, 11(5).

Senemoğlu, N. (2011). College of education students’ approaches to learning and study skills. Education and Science, 36(160), 16.

Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: Studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17),

Soltani, A., & Askarizadeh, G. (2021). How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation, 73, 101707.

Talebinejad, M. R., & Matou, Z. (2012). Teacher-student interaction in EFL reading comprehension contexts at university level: A critical thinking perspective. SAGE Open, 2(4),

Tan, A. L., Liang, J. C., & Tsai, C. C. (2021). Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 19(2),

Tao, J., Zheng, C., Lu, Z., Liang, J. C., & Tsai, C. C. (2019). Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 105–119.

Totten, V. Y., Panacek, E. A., & Price, D. (1999). Basics of research (part 14) survey research methodology: Designing the survey instrument. Air Medical Journal, 18(1), 26–34.

Tsai, C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14),

Tsai, C., & Kuo, P. (2008). Cram School Students’ Conceptions of Learning and Learning Science in Taiwan. International Journal of Science Education, 30(3),

Tsai, C. C., Jessie Ho, H. N., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction,

Umapathy, K., Ritzhaupt, A. D., & Xu, Z. (2020). College students’ conceptions of learning of and aapproaches to learning computer science. Journal of Educational Computing Research, 58(3),

Vermunt, J. D. (2005). Relations between student learning patterns and personal andcontextual factors and academic performance. Higher Education, 49(3), 205–234.

Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269–299.

Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359–384.

Wong, S. Y., Liang, J. C., & Tsai, C. C. (2021). Uncovering Malaysian secondary school students’ academic hardiness in science, conceptions of learning science, and science learning self-efficacy: A structural equation modelling analysis. Research in Science Education, 51(S2),

Xu, Z., Ritzhaupt, A. D., Umapathy, K., Ning, Y., & Tsai, C. C. (2021). Exploring college students’ conceptions of learning computer science: A draw-a-picture technique study. Computer Science Education, 31(1),

Zain, Z. M., Malan, I. N. B., Noordin, F., & Abdullah, Z. (2013). Assessing student approaches to learning: A case of business students at the Faculty of Business Management, UiTM. Procedia - Social and Behavioral Sciences, 90, 904–913.

Zhao, X. (2022). Unravelling conceptions of learning. International Journal of Asian Education, 3(2), 97–108.




How to Cite

Laras Firdaus. (2023). Identification of Prospective Teacher Students Conception of Learning: A Comparative Study. Pegem Journal of Education and Instruction, 14(1), 141–149.