Pupils’ study strategies in relation to socialisation processes
DOI:
https://doi.org/10.7458/SPP2011667766Abstract
In this article we analyse the time that a sample of Lisbon pupils in grades 5, 7 and 12 dedicate to the most important sources of information available for the study of science: schoolbooks, notes, scientific documentaries (BBC Wildlife, National Geographic, Discovery Channel, etc.), the Internet and CD-ROMs, films and videos, and/or books and scientific journals. On the one hand, the influence of the family and the teacher and, on the other, the pupils’ gender and motivation for science are problematised. The results show that the pupils’ study strategies are basically influenced more by the family than by the teacher. Clearly, the study strategies referred to vary according to the pupils’ social origins, gender, and grade in school (5, 7 or 12).
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2016-02-15
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