We investigated how Brazilian K-12 students define and recognize their learning in Natural Sciences, where they locate this process, and what conditions foster it. We conducted a qualitative study inspired by phenomenography, using an open-ended questionnaire administered to 56 students from one public school in the state education system of Goiás, Brazil, enrolled in the final years of elementary school and in high school; the responses were analyzed using content analysis. Hybrid conceptions emerged: while learning is often seen as content mastery, there are signs of an investigative framework focused on explaining phenomena with evidence and connecting concepts. The main criteria for “knowing they have learned” include explaining in their own words, transferring knowledge to new situations, and justifying answers. Learning is described as distributed across the classroom, hands-on activities, and independent study; rereading is frequent, whereas active strategies are less common. Key facilitators were clear explanations, well-organized content, and opportunities for questioning, while obstacles included noise, classroom disruption, fatigue, and fast-paced instruction. A gap was also identified between the value ascribed to the subject and its application in daily life. We conclude that reducing the mismatch between what students recognize as learning and what they actually practice requires making quality criteria explicit and implementing investigative routines with review and error analysis.
