计算机科学
学习理论
建构主义(国际关系)
建设性的
论证(复杂分析)
灵活性(工程)
教学设计
认知科学
领域(数学分析)
心理学
数学教育
多媒体
程序设计语言
数学分析
政治学
法学
化学
数学
统计
国际关系
过程(计算)
政治
生物化学
作者
Rand J. Spiro,Paul J. Feltovich,Michael J. Jacobson,Richard L. Coulson
出处
期刊:Routledge eBooks
[Informa]
日期:2012-10-12
卷期号:: 103-126
被引量:719
标识
DOI:10.4324/9780203052600-11
摘要
A central argument of this chapter is that there is a common basis for the
failure of many instructional systems. The claim is that these deficiencies
in the outcomes of learning are strongly influenced by underlying biases
and assumptions in the design of instruction that represent the instructional domain and its associated performance demands in an unrealistically
simplified and well-structured manner. We offer a constructivist theory of
learning and instruction that emphasizes the real-world complexity and
ill-structuredness of many knowledge domains. Any effective approach to
instruction must simultaneously consider several highly intertwined topics, such as:• the constructive nature of understanding;
• the complex and ill-structured features of many, if not most, knowl-edge domains;• patterns of learning failure; and
• a theory of learning that addresses known patterns of learning failure.
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