Conceptual learning: the priority for higher education

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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.
    Original languageEnglish
    Pages (from-to)129-147
    Number of pages19
    JournalBritish Journal of Educational Studies
    Volume53
    Issue number2
    DOIs
    Publication statusPublished - Jun 2005

    Keywords

    • behaviourism
    • constructivism
    • behavioural learning
    • conceptual learning

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