Developing the Conception and Quality of Learning through Literature and Cinema

Resumo

Previous research suggests the possibility of promoting students’ conceptions of learning and the quality of their learning products through the arts. In this framework, the present article reports two quasi-experimental studies that intended to test an art-based psychoeducational intervention: Study 1 through Literature, with 42 secondary students (divided between a control and an experimental group); and an exploratory Study 2 through Cinema, with 20 university students (divided into an intervention and non-intervention group). The aim was to evaluate the interventions’ potential to promote the development of the conception of learning (CL) and of the quality of learning outcome (QLO). Both variables were assessed pre- and post-test: CL was measured through the “Conceptions of Learning Inventory – COLI”, and an open question; and QLO through a commentary on a chosen text (Study 1) or movie scene (Study 2), evaluated using the “SOLO Taxonomy”. The interventions consisted of orienting participants to analyse and discuss excerpts of works of Art (Study 1 with literary texts; and Study 2 with movie scenes) on the theme of active versus passive learning. Study 1’s quantitative data underwent statistical analysis using Mann–Whitney U and Wilcoxon signed-rank tests, as well as a case-by-case analysis. Study 2’s data was solely subjected to a case-by-case analysis. Thematic analysis was employed on qualitative data. Results suggest a potential of such interventions to both increase a qualitative CL and the QLO, and to reduce a quantitative CL. Interindividual variability in the interventions’ effects was also observed. Limitations and suggestions for future studies are proposed.