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
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DOI 10.1111/j.1467-8527.2005.00287.x
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References found in this work BETA
Effective Teaching in Higher Education.George Brown & Madeleine Atkins - 1989 - British Journal of Educational Studies 37 (1):86-87.
Boundaries of Adult Learning.R. Edwards, A. Hanson & P. Raggatt - 1996 - British Journal of Educational Studies 44 (4):465-465.
Scottish Education.T. G. K. Bryce & W. M. Humes - 2000 - British Journal of Educational Studies 48 (3):323-325.

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Citations of this work BETA
Discussion, Collaborative Knowledge Work and Epistemic Fluency.Peter Goodyear & Maria Zenios - 2007 - British Journal of Educational Studies 55 (4):351-368.

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