Conceptual Learning: The Priority for Higher Education

British Journal of Educational Studies 53 (2):129 - 147 (2005)
Abstract
The common sense notion of learning as the all-pervasive acquisition of new behaviour and knowledge, made vivid by experience, is an incomplete characterisation, because it assumes that the learning of behaviour and the learning of knowledge are indistinguishable, and that acquisition constitutes learning without reference to transfer. A psychological level of analysis is used to argue that conceptual learning should have priority in higher education.
Keywords conceptual learning  constructivism  behaviourism  behavioural learning
Categories No categories specified
(categorize this paper)
Options
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index
 
Download options
PhilPapers Archive


Upload a copy of this paper     Check publisher's policy on self-archival     Papers currently archived: 10,760
External links
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library
References found in this work BETA

No references found.

Citations of this work BETA

No citations found.

Similar books and articles
Edmond A. Pajor (2011). A New Format for Learning About Farm Animal Welfare. Journal of Agricultural and Environmental Ethics 24 (4):367-379.
Don Berkich (2012). The Agora. Journal of Philosophy of Education 46 (4):379-390.
Analytics

Monthly downloads

Added to index

2011-05-29

Total downloads

6 ( #202,005 of 1,098,956 )

Recent downloads (6 months)

5 ( #57,966 of 1,098,956 )

How can I increase my downloads?

My notes
Sign in to use this feature


Discussion
Start a new thread
Order:
There  are no threads in this forum
Nothing in this forum yet.