Students in human sciences disciplines generally show deeper approaches to learning than students in science and economics disciplines, though findings are not univocal¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most studies comparing disciplines find higher deep-approach scores in arts, social sciences, psychology, language/literature, health, politics and philosophy than in science, economics and related disciplines. → Baeten 2010 q2 i? Some studies found no significant differences between disciplines, and one study found the deepest approaches in biology, geography, physics and chemistry faculties. → Baeten 2010 (2)

Evidence¶

Baeten 2010¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r3

Review synthesis of discipline-comparison studies. The review reports arts students scored "significantly higher on deep approach than students taking courses in science subjects", with similar patterns reported for psychology versus business and language/health versus construction and engineering.

"Students taking courses in arts subjects scored significantly higher on deep approach than students taking courses in science subjects, even when controlled for workload."

Baeten 2010 (2)¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r3

The review reports countervailing and null discipline findings: one study found the deepest approaches in science faculties, and two studies found no significant differences between disciplines.

"Valk and Marandi (2005) on the other hand found that students from the faculties of biology, geography, physics and chemistry had the deepest approaches to learning compared to students from faculties of math, informatics, social sciences, philosophy, education, economics and law."

Discussion¶

Related Claims¶

• Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning — related
• Arts and humanities is the most frequent subject domain in peer assessment research, with natural sciences, education, and health and welfare next — related