British Journal of Educational Studies 53 (2):129 - 147 (2005)
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||categorize this paper)|
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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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