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The Primacy of Cognition - or of Perception?: A Phenomenological Critique of the Theoretical Bases of Science Education
Karlstad University, Faculty of Arts and Education, Department of Education.
2001 (English)In: Science & Education 10: 453-475, 2001Article in journal (Refereed)
Abstract [en]

This paper is a phenomenological critique of a particular trend in educational research and practice, which is identified as cognitivism. The basic feature of this trend is a one-sided and exclusive focus on conceptual cognition and concept formation, with a simultaneous neglect of sense experience

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URN: urn:nbn:se:kau:diva-24697OAI: diva2:598467
Available from: 2013-01-22 Created: 2013-01-22 Last updated: 2013-01-22

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