Alternative Perspectives of Instruction and Cognitive Theory: Implications and Proposals.

Autor/inn/en	Thomas, Ruth; und weitere
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Alternative Perspectives of Instruction and Cognitive Theory: Implications and Proposals.
Quelle	(1992), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algorithms; Educational Development; Educational Objectives; Educational Research; Educational Responsibility; Educational Theories; Epistemology; Instruction; Learning Theories; Postsecondary Education; Social Environment; Technological Advancement; Vocational Education + Suchen Sie Ihr Suchwort? Algorithm; Algorithmus; Bildungsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Erziehungsverantwortung; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie; Teaching process; Unterrichtsprozess; Learning theory; Lerntheorie; Post-secondary education; Tertiäre Bildung; Soziales Umfeld; Technological development; Technologische Entwicklung; Ausbildung; Berufsbildung
Abstract	Three perspectives of instruction that reflect applications of cognitive theory are transportation of knowledge, application of algorithms, and transfer of responsibility. To determine what kind of instructional theory is appropriate for vocational education in a rapidly changing, technological, and increasingly complex society and what contributions cognitive theory can make to this instructional theory, each perspective may be examined in terms of Goodnow's (1980) dimensions and in terms of what the perspective has brought to and how it has been modified by application of cognitive theory. A critique of the perspectives of instruction in relation to societal conditions and to educational purposes also helps to answer the questions. Four interrelated conclusions can be drawn: (1) instructional perspectives influence how cognitive theory is applied; (2) the potential of cognitive theory is most fully realized within the perspective of transfer of responsibility; (3) this perspective provides an overarching instructional framework that addresses needs implied by societal conditions and educational aims they warrant and within which multiple educational aims can be addressed; and (4) cognitive theory can help vocational educators clarify and strengthen their transfer of responsibility orientation to instruction. (Contains 133 references.) (YLB)
Anmerkungen	NCRVE Materials Distribution Service, 46 Horrabin Hall, Western Illinois University, Macomb, IL 61455 (order no. MDS-256: $4.75).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01