Implicit conceptions of learning in psychology students al public universities

Abstract

This study examine the differences in the predominance of the implicit conceptions about learning of the psychology students of two public universities of Lima Metropolitana, based on their level of explicit instruction in theories of learning. This research is descriptive-comparative, in which participated students of second, sixth and tenth grade of the career of psychology. We also validated the questionnaire CONAPRE, which proved to be reliable and valid. The results show that there are differences between the groups of middle and high-level of instruction in theories of learning,specifically in the direct conception. In addition, there are differencesin the direct and constructive conception, when we compared the groups oflow and high-level.