Lexicometric analysis applied for studying conceptions of learning

Abstract

Learning conceptions have been mainly investigated through an approach called phenomenography. Although this approach has made contributions to the theoretical systematization of such conceptions, a debate about some of its methodological and conceptual bases has recently been opened. This article addresses this discussion by introducing a different methodological approach to the conceptions of learning: the lexicometric analysis. Data was collected by applying semi-structured interviews, which included the learning process and the results, to 29 freshmen and subsequently analyzed with the aid of the Alceste software. Results show that the conceptions of learning include memorizing, applying and understanding content as well as the congruence between theory and practice. The procedures of the methodology used, their role in identifying conceptions of learning and the comparison with the results of previous research are discussed.

Keywords:
learning; university students; content analysis