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ABSTRACT Recent work on student learning has identified three main dimensions of study strategy—personal meaning, reproducing, achieving. University teachers commonly favour the first, deplore the second and tolerate the third. This paper argues that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other. The curricular consequences of such an approach and its effect on teacher and student attitudes are discussed.
Lewis Elton (Fri,) studied this question.