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ERIC Number: ED344930
Record Type: RIE
Publication Date: 1992-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
Mental Models and the Analysis of Content.
Tennyson, Robert D.
Scientific advances in cognitive science and instructional technology suggest significant changes in methods of curricular and instructional design that will strongly affect educational practice. This paper discusses one of the major areas in which cognitive science and instructional technology are affecting instructional design theory: the analysis of the information to be learned. A methodology for information analysis is presented that uses an integrated instructional design theory. The analysis is based on a modular or contextual knowledge representation. Contextual modular analysis provides an initial instructional schema that accounts for the dynamic and complex nature of mental models. An example is presented using a computer-based instructional program. Basic steps for a contextual module analysis are: (1) define the content for using the information-to-be-learned; (2) define the complex problems associated with the context; (3) analyze the problems to identify concepts, principles, rules, or facts used; (4) analyze the concepts within the module; and (5) sequence the clusters into instructional components. The example is taken from a research program using business management principles as the content domain. Eight figures illustrate the discussion, and there is a 35-item list of references. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Contextual Analysis; Mental Models
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).