Conceptual learning: the priority for higher education

    Research output: Contribution to journalArticle

    22 Citations (Scopus)

    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.
    LanguageEnglish
    Pages129-147
    Number of pages19
    JournalBritish Journal of Educational Studies
    Volume53
    Issue number2
    DOIs
    Publication statusPublished - Jun 2005

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    learning
    education
    experience

    Keywords

    • behaviourism
    • constructivism
    • behavioural learning
    • conceptual learning

    Cite this

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    title = "Conceptual learning: the priority for higher education",
    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 = "behaviourism, constructivism, behavioural learning, conceptual learning",
    author = "Effie Maclellan",
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    Conceptual learning : the priority for higher education. / Maclellan, Effie.

    In: British Journal of Educational Studies, Vol. 53, No. 2, 06.2005, p. 129-147.

    Research output: Contribution to journalArticle

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