| Summary: |
Within physics education research (PER) a variety of conceptions exists as to what it is to learn. These various conceptions, nonetheless, can be classified in two large groups: those within a social approach, and those that correspond to an individual approach. Each of these is more concerned with different dimensions of learning, and therefore will have different implications in the design of instruction. This work is motivated by the query of what conceptions of learning have driven the research carried out by our PER community. An analysis is performed seeking to identify learning conceptions in the work reported in the meetings that have been held in our country (SIEF XII, REF XIX and SIEF XIII), as pertaining to either a social or individual approach. Results show a marked tendency to use individual approaches for learning. Also, a number of reports were found in which the conception of learning used is not explicitly declared. We believe these results can help us, as a research community, for our future work.
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