Conceptions de l'apprentissage et croyances épistémiques des étudiants de première année à l'université Catolica del Norte au Chili

(eng) Background: Representations regarding learning at the university have been investigated from two different theoretical frameworks: one focused on the knowledge (epistemic beliefs) and the other focused on the learning (conceptions of learning). Conceptual issues (dimensions and boundaries of each construct) as well as methodological issues (method for capture the complexity of each construct) are at the heart of the current debate in this field of research. Aim: This research aims at examining the relationships between conceptions of learning and epistemic beliefs. A special focus on the conceptual and methodological dimensions will be consider, in particular by using an alternative qualitative analysis (Alceste Lexicometric approach). Sample: Participants were 55 freshmen enrolled in physics (13), engineering (11), communication (16) and psychology (15) of Universidad Catolica del Norte, Chile. Method: Conceptions of learning were gathered by using a semi-structured interview covering the definition, the process and the outcome of learning. Epistemic beliefs were gathered based on the Reflective Judgment Model (Kitchener & King, 1994), specifically by using the dilemma that concerns the way in which Egyptian Pyramids were built. Analysis was carried out by means of Alceste approach. A key notion of this approach is that discourse involves the lexical traces of the representations. Thus, by analyzing the vocabulary this approach suggests an organisation of the empirical material in categories from which we can infer the meaning. Results: Conceptions of learning range from reproduction in the examinations to relate theory and practice. Likewise, epistemic beliefs range from knowledge is a matter of "verified facts" that need be acquired to knowledge is a matter of interpretation that need be developed. On the whole a correspondence can be observed between the conceptions of learning and epistemic beliefs. Thus, conceptions of learning more reproductive are more likely to be associated with a vision of knowledge implying acquisition of facts and conceptions of learning more elaborative are more probably to be associated with a vision of knowledge implying interpretation of facts. However, this relation of correspondence is modulated by the educational experience within a specific academic discipline.