Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

The purpose of this study was to analyze the relation between students. cognitive learning strategies and conceptions of learning biology. The two scales, Cognitive Learning Strategies and Conceptions of Learning Biology, were revised and adapted to biology in order to measure the students' learning strategies and conceptions of learning. First of all, it was found that students preferred higher-level conceptions of learning such as 'increasing knowledge', seeing in a new way', and, understanding. to lower-level conceptions such as 'memorizing', 'preparing for exams', and 'calculating and practicing'. According to the results of regression analysis, it was seen that 'memorizing' and, application. was common among the high school students while predicting the cognitive learning strategies. Moreover, the students who had higher-level conceptions of learning had a tendency to use strategies such as organization, elaboration, and critical thinking. The students who adopted memorizing as a lower-level conception of learning preferred rehearsal learning strategy. However, memorizing as a lower level conception of learning also positively predicts organization, elaboration and critical thinking. This special condition, which did not show parallelism with the related literature, was taken into consideration and interpreted when discussing the relational analysis of link between conceptions of learning and cognitive learning strategies.