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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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    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.

    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
    Related URLs:
      Depositing user: Strathprints Administrator
      Date Deposited: 06 Oct 2008
      Last modified: 05 Sep 2014 13:23
      URI: http://strathprints.strath.ac.uk/id/eprint/6998

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