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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9257
Title: Appreciation of a constructivist curriculum for learning theoretical knowledge by social work students with different kinds and levels of learning motivation
Authors: Van Bommel, Marijke
Boshuizen, Els
Kwakman, Kitty
Keywords: Professional education
Social work
Theoretical knowledge
Learning motivation
Need for cognition
Constructivist learning
Issue Date: 2015
Publisher: Elsevier
Citation: Van Bommel, M., Boshuizen, H. P., & Kwakman, K. (2015). Appreciation of a constructivist curriculum for learning theoretical knowledge by social work students with different kinds and levels of learning motivation. International Journal of Educational Research, 71, 65-74.
Abstract: Social work students differ largely in their appreciation of a constructivist curriculum that leaves ample room for student's self-directed learning and allows them to place their own emphasises. This study showed that students' motivational differences and need for cognition affected students' involvement in the curriculum. Students with a low need for cognition were much dependent on seeing knowledge applied in real-life practice.
URI: http://hdl.handle.net/1820/9257
ISSN: ISSN: 0883-0355
Appears in Collections:1. T2 Publications, books and conference papers

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