Summary
Some undergraduate students approach science learning as memorizing facts and formulas so they can pass examinations and courses. However, research shows that students' learning is deeper and more meaningful when science is approached as making sense of the world using broader concepts and practices of science. As such, improving student learning can involve changing students' understandings of what science learning entails. This project will seek to identify how different aspects of college science courses influence students' views of knowing and learning in science. Doing so is expected to p
