Cognitive Science and Instructional Technology: Improvements in Higher Order Thinking Strategies.

Autor/in	Tennyson, Robert D.
Titel	Cognitive Science and Instructional Technology: Improvements in Higher Order Thinking Strategies.
Quelle	(1989), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Computer Assisted Instruction; Computer Simulation; Courseware; Criteria; Difficulty Level; Instructional Design; Intelligence; Learning Theories; Long Term Memory; Models; Problem Solving; Psychological Studies; Recall (Psychology); Short Term Memory + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Lernsoftware; Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf; Intelligenz; Klugheit; Learning theory; Lerntheorie; Langzeitgedächtnis; Analogiemodell; Problemlösen; Abberufung; Kurzzeitgedächtnis
Abstract	This paper examines the cognitive processes associated with higher-order thinking strategies--i.e., cognitive processes directly associated with the employment of knowledge in the service of problem solving and creativity--in order to more clearly define a prescribed instructional method to improve problem-solving skills. The first section of the paper presents an overview of a learning and cognition model for the purposes of illustrating the relationship between the proposed instructional method and higher-order thinking strategies, and discusses a number of specific basic components of the cognitive system model, e.g., perception, short-term and working memory, and long-term memory. In addition, the following related concepts are explored: (1) cognitive complexity; (2) criteria; (3) intelligence; (4) conditions in the development of thinking strategies; (5) recall; (6) problem-solving; and (7) creativity. The second part of the paper establishes an interest in complex problem simulations that can help students improve their cognitive complexity in problem solving. As an example of this, it is noted that the Minnesota Adaptive Instructional System (MAIS) offers a system that integrates higher-order thinking strategies and knowledge acquisition. Also described here is the design strategy of complex problem simulations, the components of which include necessary knowledge, simulation, and learning environment. The third section briefly describes some software examples of this instructional method. (30 references) (CGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC