Teaching Knowledge Application: Advances in Theoretical Conceptions and their Professional Implications

British Journal of Educational Studies 46 (4):386-398 (1998)
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Abstract

We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning theory and consider their implications for teaching knowledge application.

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