Beyond the Theory-Practice Split in Instructional Design: The Current Situation and Future Directions

Autor/inn/en	Yanchar, Stephen C.; South, Joseph B.
Titel	Beyond the Theory-Practice Split in Instructional Design: The Current Situation and Future Directions
Quelle	(2009), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Theory Practice Relationship; Instructional Design; Theories + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Theory; Theorie
Abstract	The authors provide an overview of the theory-practice split in instructional design by reviewing the nature and limits of six prominent attempts to connect these disparate aspects of the field. The authors then suggest an alternative viewpoint in which theory and practice are not fundamentally distinct, but rather two ways of interpreting experience, taking account of phenomena, and guiding action. While theory is primarily based on abstractions (e.g., explanatory constructs, variables, models), practice is primarily based on the concrete meanings of everyday life (e.g., implicit assumptions and values, tacit knowledge, and inarticulate "theories"). A re-conceptualized view of theory can help obviate the theory-practice split by emphasizing concrete meanings and avoiding abstractions that are difficult to apply. In conclusion, the authors offer several implications for theory and inquiry in the field. [For the complete volume, "Educational Media and Technology Yearbook, Volume 34," see ED602586.] (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: abstracting-indexing@springer.com; Web site: http://www.springer.com/series/8617
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01