Abstract:

Deep learning, as the opposite of superficial learning, is a student approach of learning that is characterised by a motivation driven by an intrinsic interest and employs a strategy to maximise meaning. On the contrary, the surface learning implies that the student uses the fear of failure as motivation and the strategy of a narrow target and a rote learning. Student approach of learning is not a stable trait and can be changed depending on student’s factors, teaching context and learning focused activities. In a second year subject of a Plant Breeding master degree, several learning activities were carried out with the objective of engaging the students in their own learning. The two-factor Study Process Questionnaire developed by John Biggs was used to determine the student approach of learning at the end of the subject. This questionnaire can be used to monitor the teachers’ way of teaching, and measure it in a more formally structured way. Also, it can be used to examining the relationship of approaches to learning with other curriculum variables. The questionnaire was complemented with informal interviews and anonymous surveys about the subject and the teaching context used. After evaluating the results, recommendations are given for following years.

Keywords:

Student approach of learning, assessment, learning styles.