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Learning to learn to expand freedom in choices
Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences. (Linnaeus Centre for Hearing and Deafness (HEAD))
2013 (English)In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 4, no 780Article in journal, Editorial material (Other academic) Published
Abstract [en]

Learning is related to knowledge that is shared between teacher and students. Whatever the use of traditional or modern teaching-learning methods, the students learn: they have access to new information and can therefore acquire or modify knowledge stored in memory. The goal of this opinion paper is to present what we know about the consequences of this internal change and how this could affect the students' choices. Recent works concerning the influence of knowledge stored in long-term memory (LTM) on the perception of the environment highlight that acquired knowledge could directly and automatically influence our perception of the events in the environment. Indeed, perception is therefore based on acquired knowledge: basically, we perceive what we already know. It is now of the utmost importance to ask how teaching-learning activities chosen by teachers or universities influence the knowledge acquisition and what the consequences of learning are for students' choices. - See more at:

Place, publisher, year, edition, pages
Lausanne, Switzerland: Frontiers research foundation , 2013. Vol. 4, no 780
Keyword [en]
teaching-learning activities, knowledge, students, career choice, teacher education, autonomy support
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-104749DOI: 10.3389/fpsyg.2013.00780ISI: 000331236700001PubMedID: 24298261OAI: diva2:698737
Available from: 2014-02-25 Created: 2014-02-25 Last updated: 2016-01-15Bibliographically approved

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Signoret, Carine
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