Learning to Learn: Drawing Students’ Attention to Ideas about Learning

2022/03/01 by Jerrid Kruse, Jesse Wilcox, Jaclyn Easter · 1 voice
Psychology · Social Sciences · #Education and Critical Thinking Development #Educational Strategies and Epistemologies #Innovative Teaching and Learning Methods

paper · doi:10.1080/00098655.2022.2033670

crossref issued 2022/03/01 · crossref published 2022/03/01 · crossref published-online 2022/03/01 · openalex publication_date 2022/03/01 · crossref created 2022/03/01 · crossref published-print 2022/03/04 · crossref deposited 2024/09/19 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26 · crossref indexed 2026/07/26

Abstract

Students often have misconceptions about learning gleaned from their experiences, the media, or even their parents and teachers. Unfortunately, students’ misconceptions about learning are reinforced by traditional classroom instruction. Sometimes when students encounter more robust learning experiences in research-based classrooms, their misconceptions hinder their engagement and persistence in learning tasks. To combat these views, and prepare students for a lifetime of learning, we discuss some of the common problematic beliefs about learning we have observed in students. Then we share strategies to more strongly confront misconceptions and help students develop more useful beliefs about learning.

Citations

• Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance
• Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
• The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning
• Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
• 8. Preparing for Culturally Responsive Teaching
• Teacher Praise: A Functional Analysis

Discussions

• In fact, learning to learn is a key strategy to be successful (especially in higher education). doi.org/10.1080/0009... [bsky, 0 points, 0 comments]