Literaturnachweis - Detailanzeige
| Autor/in | Frayer, Dorothy A. |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Titel | Implications of The Model for Instructional Design. |
| Quelle | (1973), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Cognitive Processes; Concept Formation; Concept Teaching; Educational Strategies; Individual Needs; Instructional Design; Learning Processes; Learning Readiness; Models; Teaching Methods |
| Abstract | Three aspects of concept teaching might be guided by the conceptual learning and development model. First, by assessing the characteristics of cognitive style, classificatory skills, and logical reasoning ability, the student's readiness to attain concepts under various circumstances can be determined. Secondly, the model points to optimal methods for teaching concepts. The basic strategy in determining such methods is to note the cognitive operations entailed in reaching the desired level of concept attainment, then to speculate on conditions which would either hinder or facilitate these operations. Instructional methods which are effective in concept instruction may be related to the operations postulated by the model. In turn, new instructional methods might be formulated on the basis of their potential for facilitating one or more of these operations. Thirdly, the model provides direction in the search to find ways of adapting concept instruction to individual needs of the learner. (RC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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