Cognitive Theory-Based Teaching and Learning in Vocational Education. Information Series No. 349.

Autor/in	Thomas, Ruth G.
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Cognitive Theory-Based Teaching and Learning in Vocational Education. Information Series No. 349.
Quelle	(1992), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Cognitive Measurement; Cognitive Processes; Cognitive Psychology; Cognitive Structures; Educational Assessment; Educational Change; Educational Research; Learning Theories; Problem Solving; Social History; Teaching Methods; Thinking Skills; Vocational Education + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Cognitive structure; Kognitive Struktur; Education; assessment; Bewertungssystem; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Learning theory; Lerntheorie; Problemlösen; Sozialgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Ausbildung; Berufsbildung
Abstract	Cognitive theory and research are relevant to vocational education. Three theoretical perspectives underlie cognitive theory-based curriculum and instruction: information processing, knowledge structure, and social history. A review of these perspectives in vocational curriculum and instruction suggests that instruction supporting higher-level thinking is a possibility and a reality in vocational education. Instruction and assessment based on cognitive theory tend not to use traditional methods. Although development of assessment approaches lags behind instructional approaches, a more fundamental problem exists in the purposes and meanings of assessment. For example, emphasis in cognitive theory on self-monitoring and self-assessment raises issues of control of assessment. Other difficulties arise in comparing vocational and academic education and interpreting the outcomes. The new understanding of thinking and learning generated by cognitive theory suggests a need for major changes in educational methods, perspectives, and institutions. Barriers to change include the following: (1) vocational education research does not focus on teaching/learning; (2) teachers are not prepared in cognitive methods; (3) school structures hinder cognitive development; and (4) society does not demonstrate that thinking is valued. Vocational education can fulfill its role in cognitive development by providing real-world experiences, changing mind sets about assessment, and systematically researching cognition and vocational education. (200 references) (SK)
Anmerkungen	Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. IN 349: $8.75).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01