At the crossroad between behaviourism and cognitive constructivism

Hans Peter Christensen

At the crossroad between behaviourism and cognitive constructivism

Hans Peter Christensen

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Abstract

Many educationists recommend that learning objectives should be given in a behaviouristic way with directly observable actions. At the same time cognitive constructivism seems to be the preferred theory within the engineering educational community. There is no conflict in using a behavioural approach to assess final competences in a constructivist setting, but during an education we should evaluate the progress of the student’s learning. One way could be to look at the student’s errors.

Original language	English
Title of host publication	SEFI 2005 Proceedings
Publication date	2005
Pages	161-167
ISBN (Print)	975-429-236-1
Publication status	Published - 2005
Event	33rd SEFI Annual Conference - Ankara, Turkey Duration: 7 Sept 2005 → 10 Sept 2005

Conference

Conference	33rd SEFI Annual Conference
Country/Territory	Turkey
City	Ankara
Period	07/09/2005 → 10/09/2005

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title = "At the crossroad between behaviourism and cognitive constructivism",

abstract = "Many educationists recommend that learning objectives should be given in a behaviouristic way with directly observable actions. At the same time cognitive constructivism seems to be the preferred theory within the engineering educational community. There is no conflict in using a behavioural approach to assess final competences in a constructivist setting, but during an education we should evaluate the progress of the student{\textquoteright}s learning. One way could be to look at the student{\textquoteright}s errors.",

author = "Christensen, \{Hans Peter\}",

year = "2005",

language = "English",

isbn = "975-429-236-1",

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note = "33rd SEFI Annual Conference ; Conference date: 07-09-2005 Through 10-09-2005",

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Y1 - 2005

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AB - Many educationists recommend that learning objectives should be given in a behaviouristic way with directly observable actions. At the same time cognitive constructivism seems to be the preferred theory within the engineering educational community. There is no conflict in using a behavioural approach to assess final competences in a constructivist setting, but during an education we should evaluate the progress of the student’s learning. One way could be to look at the student’s errors.

M3 - Article in proceedings

SN - 975-429-236-1

SP - 161

EP - 167

BT - SEFI 2005 Proceedings

T2 - 33rd SEFI Annual Conference

Y2 - 7 September 2005 through 10 September 2005

ER -

At the crossroad between behaviourism and cognitive constructivism

Abstract

Conference

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