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 (https://doi.org/10.1111/j.1467-8527.2005.00287.x)

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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.

ORCID iDs

Maclellan, Effie ORCID: https://orcid.org/0000-0002-5171-0921

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• Item metadata

  Item type:	Article
  ID code:	6998
  Dates:	Date Event June 2005 Published
  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:	14 Oct 2024 00:19
  URI:	https://strathprints.strath.ac.uk/id/eprint/6998