Conceptual Learning: The Priority for Higher Education

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 le...

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Bibliographic Details
Published in:British journal of educational studies 2005-06, Vol.53 (2), p.129-147
Main Author: Maclellan, Effie
Format: Article
Language:English
Subjects:
Behavior
Behaviorism
behavioural learning
Behaviourism
Cognition
Concept Formation
conceptual learning
Constructivism
Education
Educational psychology
Educational publishing
Higher Education
Intentional learning
Learner engagement
Learning
Learning experiences
Psychology
Teachers
Transfer of Training
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Summary: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.
ISSN:0007-1005
1467-8527
DOI:10.1111/j.1467-8527.2005.00287.x