From Principles of Learning to Strategies for Instruction

Empirically Based Ingredients to Guide Instructional Development
1. Auflage 2004
ISBN: 978-0-387-23481-6
Verlag: Springer
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 230 Seiten

The purpose of this volume is to help educators and training developers to improve the quality of their instruction. Unlike other books, which have appeared so far, this volume is not limited to - particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop - framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present - four-stage model that includes acquisition, automaticity, near term transfer, and far term transfer.

Zielgruppe

Education (general), Education Research, Instruction and Learning, Teacher Education

Autoren/Hrsg.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erziehungsberatung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Über Autor(innen)

Robert J. Seidel, U.S. Army Research Institute, Alexandria, VA, USA / Kathleen C. Perencevich, University of Maryland, College Park, MD, USA / Allyson L. Kett, U.S. Army Research Institute, Alexandria, VA, USA