Literaturnachweis - Detailanzeige
| Autor/in | Reigeluth, Charles M. |
|---|---|
| Institution | Syracuse Univ., NY. School of Education. |
| Titel | Meaningfulness and Instruction: Relating What Is Being Learned to What a Student Knows. [Report No.: IDD&E-WP-1 |
| Quelle | (1980), (36 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Epistemology; Instructional Design; Instructional Improvement; Learning Processes; Learning Theories; Prior Learning; Teaching Methods |
| Abstract | Making new knowledge meaningful by relating it to prior knowledge is an important aspect of instructional design theory. Six kinds of prior knowledge can optimize the acquisition, organization, and retrieval of new knowledge: (1) superordinate, which includes and subsumes the idea to be learned; (2) coordinate, which is closely related to the new knowledge; (3) subordinate, which is an instance or example of the new idea; (4) arbitrary, which has no inherent relationship to the new knowledge; (5) analogic, which is outside the content area of the new knowledge but is similar; and (6) cognitive strategies, which are content-free skills used to facilitate learning and remembering. Instructional strategies for making use of prior knowledge include subsumptive sequencing (superordinate knowledge taught first); synthesizers (which show relationships among concepts, principles, or procedures); instances (examples of a concept, principle, or procedure); mnemonics (arbitrary memory aids provided in, or activated by, the instruction); analogies (which relate new knowledge to highly similar knowledge outside of the content area); and cognitive strategy activators (which embed strategy within instruction or tell the learner to use it). (BK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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