Students' conceptions of subject matter: An aspect of learning and teaching in higher education

Abstract

Our intention is to outline a certain view of learning and teaching in higher education. In order to make our generalisations more concrete we have used, as an example, a research project concerned with ways of facilitating a deeper understanding of selected concepts in Economics at University level. This project can be seen as a continuation of previous research, especially within another project entitled ‘Study skill and learning˚s carried out during 1970–74—see, e.g. Svensson's (1976) work with the same title—whose conclusions related to qualitative differences in learning.