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Säljö (1979) asked a number of adult students what they understood by learning. Their
responses fell into five main categories:
Learning as a quantitative
increase in knowledge. Learning is acquiring information or ‘knowing a lot’.
Learning as memorising.
Learning is storing information that can be reproduced.
Learning as acquiring facts,
skills, and methods that can be retained and used as necessary.
Learning as making sense or
abstracting meaning. Learning involves relating parts of the subject matter to each other
and to the real world.
Learning as interpreting and
understanding reality in a different way. Learning involves comprehending the world by
reinterpreting knowledge. (quoted in Ramsden 1992: 26)
Conceptions 1 to 3 imply a less complex view of learning. Learning
is something external to the learner. The last two
conceptions look to the 'internal' or personal aspect of learning. Learning is seen as
something that you do in order to understand the real world.
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