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Conceptual learning: the priority for higher education

Maclellan, Effie (2005) Conceptual learning: the priority for higher education. British Journal of Educational Studies, 53 (2). pp. 129-147. ISSN 0007-1005

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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.

Item type: Article
ID code: 6998
Keywords: behaviourism, constructivism, behavioural learning, conceptual learning, Higher Education, Education
Subjects: Education > Theory and practice of education > Higher Education
Department: Faculty of Education > Educational and Professional Studies
Depositing user: Strathprints Administrator
Date Deposited: 06 Oct 2008
Last modified: 24 Jul 2015 12:31

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