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This book examines conceptions of learning, that is, systematic
sets of beliefs concerning learning that people develop. Such
beliefs encompass issues such as what learning means, where, when
and how it occurs, what happens in our minds while we are learning,
and so on. Conceptions of learning are not mere subjective
representations, but they play a causal role in the
learning/teaching processes. In fact, it has been shown that the
quality of the learning outcomes and the approaches to the learning
tasks, as well as the general level of school achievement, are
related to the students' conceptions of learning.
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