Şahin Taşkın, Çiğdem2025-01-272025-01-2720120022-06711940-0675https://doi.org/10.1080/00220671.2011.627394https://hdl.handle.net/20.500.12428/21736The author aimed to explore primary pupils' perceptions of learning and to what extent they perceive learning is important to them. Fifty-five primary school pupils in Istanbul and Canakkale (Turkey) were interviewed. To analyze the data, A. Strauss and J. Corbin's (1998) grounded theory methodology was followed. NVivo 7 (QSR, Australia) a software program for qualitative analysis, was also used during the analysis process. Research findings revealed that pupils who have a low-socioeconomic background have stated that learning is for a reason of employability. The interviews also revealed that many pupils associated learning with memorization and listening. This showed that they perceive learning as a passive transmission.eninfo:eu-repo/semantics/closedAccessgrounded theorylearningprimary educationArticle105427728510.1080/00220671.2011.627394Q2WOS:0003048732000052-s2.0-84863609336Q2