ABSTRACT
The limitations of behaviourism, especially for conceptual learning and the development of critical understanding, are well rehearsed (Case and Bereiter, 1984; Winn, 1990). Course designers have, for two decades and more, been using a cognitive approach to learning and searching for ways in which learners can mobilise their existing knowledge and create new frameworks which integrate old and new learning in new forms of understanding. Advance organisers, in-text activities, tutor-marked assignments and project-based assessment are some of the approaches which assume a cognitive model of learning.
