Construction Sites, Building Types, and Bridging Gaps: A Cognitive Theory of the Learning Progression of Law Students
Seattle University School of Law
Willamette Law Review, Vol. 33, 1997
Uses cognitive and developmental theories of learning as a basis for a theoretical framework analogous to building structures for how students learn in law school. Identifies characteristics of the different stages of learning from novice to expert; explains why and where students get stuck; and offers suggestions on how to help students move to the next stage in their development. Includes an appendix with a sample exam and examples of how students would answer the exam at different stages. Students find it very helpful to see these examples.
Number of Pages in PDF File: 68
Keywords: Learning theory, legal education, law student learning
JEL Classification: I20, I21, K00, K19Accepted Paper Series
Date posted: June 8, 2008
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