Appreciation of a constructivist curriculum for learning theoretical knowledge by social work students with different kinds and levels of learning motivation

Marijke Van Bommel, Els Boshuizen, Kitty Kwakman

    Research output: Contribution to journalArticleAcademicpeer-review

    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.
    Original languageEnglish
    Pages (from-to)65-74
    Number of pages10
    JournalInternational Journal of Educational Research
    Volume71
    Early online date8 Apr 2015
    DOIs
    Publication statusPublished - 2015

    Keywords

    • Professional education
    • Social work
    • Theoretical knowledge
    • Learning motivation
    • Need for cognition
    • Constructivist learning

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