Learning strategies and the learner's approach to a problem solving task

In this paper data were presented about the differences in performance of several learners on a problem solving task. The nature of these differences was explored in terms of the learners' strategies and approach to the task. It was argued that the pattern of strategy application should be interpreted in relation to the way in which the learner engaged in the task. Furthermore, the pattern of strategy application was found to be most meaningful when interpreted within the framework of the learners' approach to the task. Success on the task appeared to be more strongly linked to the learners' approach than to the strategies per se. This paper has provided further insight into what is meant by a deep and surface approach to a task. Evidence has been presented which shows that the learners' approach may be implemented in practice in different ways. It is hoped that the paper will stimulate many questions relating to learning on other tasks and in different contexts. For example, do learners have a characteristic learning approach? Does their approach vary according to the task or context? What factors influence the learning approach which is adopted? What implications does the notion of approach to learning have for classroom teaching