自從Säljö（1979）研究學習概念以來，在不同的研究領域和教育上，已經廣泛的使用量化和質性方法對學生的學習概念進行研究。然而，很少有研究使用視覺方法來探索大學生的學習概念。因此，本研究採用自動攝影的視覺方法來收集大學生對學習的想法。首先，這個研究藉由自動攝影進行跨年級學習概念的分析,
共有549名台灣大學生（男性：187名，女性：362名，年齡：18至25歲）被要求用拍照方式以及結合文字描述來說明他們對學習的想法。這個研究採用具有信度的編碼表分析學生所拍攝的照片，來揭示學生對學習的主要觀點，結果顯示大部分學生認為學習地點發生在校外，學習活動主要是透過觀察/體驗/思考。接著，使用內容分析方法分析學生所描述的文字資料，結果揭示了九個學習概念，即：學習是記憶、獲得更好的狀況、動手實作練習、不受時間、地點約束的學習、增加知識、應用、自主學習、理解、以及用新的方式看待事情。另外，還有兩個主要發現：（1）學生的學習概念在低年級以傳統陳規的學習來獲取知識的方式（例如教師在課堂上講課）到高年級後轉向以校外的觀察/體驗的學習為主、（2）高年級學生的自主學習概念較低年級學生弱。再來，本研究將所有參與者（即549名參與者）根據學生主修的科目分為三組（即藝術和設計，傳播和教育）。最後共有495名台灣大學生（藝術與設計學科：277，傳播學科：100和教育學科：118）的照片和文字描述被進行分析，結果顯示了三個主要發現：（1）藝術與設計類的學生持有比其他兩科的學生更多的”動手實作練習”的學習概念; （2）傳播學科的學生顯示出比其它兩個學科的學生較少的自主學習概念; （3）三個學科的學生在高階的學習概念（即應用和理解）顯示不足。經由本研究的結果，顯示自動攝影可能是探究學生學習概念的一種潛在方式。

Since the study on learning conceptions by Säljö (1979), the conceptions of learning have been extensively studied using quantitative and qualitative methods in different research fields and at different levels of education. However, few studies have used visual methods to explore the learning conceptions of college students. Therefore, this study adopted visual method of auto-photography to collect college students’ learning ideas. First, this across grade levels study probed conceptions of learning via auto-photography analysis. A total of 549 Taiwanese college students (male: 187, female: 362, ages: 18 to 25) were asked to take photographs combined with textual description to illustrate how they conceptualize learning. A coding checklist was developed to analyze the characteristics of the students’ auto-photography, and showed that their main view of learning was alone by themselves, the main learning contexts were outside of school, and observing/experiencing/thinking were the main learning activities. The textual data analyzed using the content analysis method revealed nine categories of conceptions of learning, namely: learning as memorizing, gaining higher status, practicing tutorial problems, the increase of knowledge, applying, understanding, seeing in a new way, a process not bound by context or time, and autonomous learning. Additionally, two main findings were revealed: (1) students’ views of learning shifted from stereotypes of acquiring knowledge (e.g., teachers lecturing in classrooms) in the lower grade level to observing/experiencing/thinking learning outside of school in the higher grade level; (2) higher grade level students possessed weaker autonomous learning conceptions than lower grade level students.
Second, this across subjects study probed conceptions of learning via auto-photography analysis. All participants (i.e., 549 participants) were categorized into three groups (i.e., art and design, communication and education) according to their major subjects. A total of 495 Taiwan college students’ (art and design: 277, communication: 100 and education: 118) photographs and textual description data were analyzed, and showed that three main findings were revealed: (1) art and design subjects’ students hold more learning conceptions of practicing tutorial problems than the other subjects’ students; (2) communication subject students possessed weaker autonomous learning conceptions than the other two subjects’ students; (3) the three subjects’ students showed weaker qualitative learning conceptions (i.e., applying and understanding). The present study suggests that auto-photography might be a potential way of probing students’ learning conceptions.

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