In:
Review of Educational Research, American Educational Research Association (AERA), Vol. 56, No. 1 ( 1986-03), p. 40-71
Abstract:
An instructional design theory for concept teaching is presented. The theory is based on direct empirical validation from a programmatic line of instructional systems research. Concept learning is viewed as a two-phase process: (a) formation of conceptual knowledge and (b) development of procedural knowledge. Two fundamental components of the proposed theoretical model are content structure variables and instructional design variables. A rational combination of these components, based on a content analysis that takes into account the learning model, provides the means for the selection of one of four basic instructional design strategies. Research studies that contribute to the model are reviewed, and the model is described with reference to instructional methods and cognitive processes.
Type of Medium:
Online Resource
ISSN:
0034-6543
,
1935-1046
DOI:
10.3102/00346543056001040
Language:
English
Publisher:
American Educational Research Association (AERA)
Publication Date:
1986
detail.hit.zdb_id:
2066968-9
detail.hit.zdb_id:
209917-2
SSG:
5,2
SSG:
5,3
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