Asserts that getting students to apply their knowledge in new situations is important, noting that reaching this goal generally requires that students have a large share of knowledge of the relevant topic. Describes rote versus inflexible knowledge, explaining that inflexible knowledge is the normal foundation for expertise and discussing how…

Purpose: To provide an understanding of the ways in which Confucian Heritage students use reflection as a means of learning at university. Design/methodology/approach: The approach is an exploratory qualitative study into the ways in which Confucian Heritage students learn while studying at university. Data are collected by means of…

In this report, the theoretical background and procedures for a study of concept learning are discussed. Several definitions of the term "concept" are analyzed, and the relations among concepts, chains of concepts, and hierarchies of concepts are explored. Conceptual learning is discussed from several points of view, and axiom systems for the…

In this volume, the results of a study of concept learning are presented. (The background for the study, and descriptions of the treatments--rote reception, rote discovery, conceptual reception, and conceptual discovery--are provided in Part 1.) Several hypotheses concerning the effectiveness of these treatments in learning concepts and on the…

Delineates four uses of schooling: replicative (rote), applied, associative, and interpretive learning. Argues that on the first two uses, by which schooling is ordinarily judged, the curriculum fails. Calls on curriculum researchers to demonstrate the school's role in developing the associative and interpretive uses of knowledge necessary to…