Physics students' strategies for learning: an investigation
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The purpose of this project was to explore predominate study strategies employed by physics students during upper level, undergraduate physics courses. A survey method was employed at one regional university in Texas. Delving into differences by expected grade levels, study strategies employed by “A” level students include, listening to others talk about course material as a way to learn, asking oneself “why” questions to make connections between new and old material, reading to learn material, re-reading to learn material, and providing personal explanations for problems as a way to learn. Study strategies employed by the most “B” level students include listening to others talk about course material as a way to learn, asking oneself “why” questions to make connections between new and old material as a way of learning, and using reflection as part of learning such as actively writing or thinking about material to make mental connections. Study strategies employed by the most “C” level students include reading to learn material, taking notes when reading to learn, and using concept mapping or imagery (creating mental images as reminders of material). Based on these findings faculty could encourage study strategies employed by “A” through “C” level students, but may suggest those employed by high performing students. Although differences appear to exist, higher numbers of respondents are necessary to establish significance levels.