A "Layers of Negotiation" Model for Designing Constructivist Learning Materials.

Autor/inn/en	Cennamo, Katherine S.; und weitere
Titel	A "Layers of Negotiation" Model for Designing Constructivist Learning Materials.
Quelle	(1995), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Method (Teaching Technique); Case Studies; Constructivism (Learning); Elementary Education; Elementary School Students; Elementary School Teachers; Group Discussion; Group Dynamics; Instructional Design; Instructional Materials; Interactive Video; Science Instruction; Videodisks + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Case study; Fallstudie; Case Study; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gruppendiskussion; Gruppendynamik; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interaktives Video; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In designing materials for use in a contructivist learning environment, instructional designers still have a role in selecting the situations that may provide a stimulus for knowledge construction and providing features that support students and teachers in using these materials. This paper describes the process of designing a series of case-based interactive videodiscs to be used within a constructivist learning environment. The cases present two elementary teachers and their students as they progress through science lessons based on the conceptual change model of science teaching. Dual audio tracks allow the viewers to hear either the classroom events or the teacher's reflections on the classroom events. Assumptions about teaching and learning that guided the design, and implications of these beliefs for the instructional materials are discussed; generalizations are derived about the differences between the process described and procedures recommended by traditional instructional design models. (Contains 18 references.) (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC