Korogwe – Mitihani ya Darasa la Tatu | Terminal 2026 | Download All Solved Exams
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A rote learning approach was also reinforced by anxiety about meeting expected assessment/examination requirements, even when the actual examination questions really required “deep” learning; • overloading syllabuses with factual information to be recalled was a third factor encouraging “surface” learning; • periodic short answer tests were a fourth, as students realised that they could usually succeed in them by memorising a few important facts or points. Entwistle has continued to investigate learning and approaches to studying among university students and has developed a more sophisticated conception of the relationships among teaching, assessment and learning which he considers to be applicable also to learning in the secondary sector. These ideas are set out in Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts (paper presented at TLRP Conference, Leicester, November, 2000, and accessible on the website of the ESRC Teaching and Learning Research Programme).
Meaningful learning is “deep” learning The behaviourist model of learning is not by any means the only one relevant to many Scottish teachers’ practice. Behaviourist ideas can be perceived within the framework of HMI Quality Indicators and other national advice on learning and teaching, but they are integrated there with several other important ideas about meaningful learning. One of 8 these is the distinction made by Ausubel between “rote” and “meaningful” learning. Learning is the more meaningful, the more the learner actively seeks to make sense of it in terms of things (s)he already knows.
“Meaningfulness”, irrespective of the mode of teaching or learning, is the crucial requirement of good learning. Noel Entwistle (1981), drawing on the work of Marton and Saljo (1976), helpfully broadened the idea of meaningfulness through the concepts of “deep active” and “deep passive” learning. “Deep” refers to an intention by the learner to go to the heart of the meaning of a text or body of information; and “active” and “passive” relate to the extent to which (s)he does or does not seek to understand also the supporting evidence of arguments for the main points. “Deep” approaches are contrasted with “surface” ones, which concentrate on facts, examples and rote learning.
Entwistle (1988) reported findings by Marton and Saljo (1976), Dahlgren and Marton (1978), Ramsden (1979) and Laurillard (1979) relating to the influence on university students’ learning approaches of teachers’ expectations and the types of task set. Key points included: • questions testing only “surface” knowledge” (e.g. straightforward facts) encouraged a rote learning approach, even in students with a natural tendency to “deep” learning;
