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ERIC Number: ED373749
Record Type: RIE
Publication Date: 1994
Pages: 18
Abstractor: N/A
Reference Count: N/A
Opening the Black Box: Instructional Strategies Examined.
Ragan, Tillman J.; Smith, Patricia L.
A conditions-based approach to the development of microlevel organizational strategies for instruction is explored. The conditions model reflects the idea that differences in learning tasks, primarily qualitative differences in the cognitive processing required of different learning tasks, can suggest different ways by which instruction can either supply the processing needed or assist learners to generate the needed processing. A perceived limitation has been the idea that conditions-based models prescribe only supplantive instruction or that the models are inherently biased toward supplantation. This limitation is overcome in a recent work (Smith and Ragan, 1993), which presents a revision of the events of instruction in which both generative and supplantive interpretations are suggested by the wording of each event. Strategy recommendations using the expanded events of learning are presented in summary sheets for (1) declarative knowledge; (2) concept learning; (3) procedural rule learning; (4) relational rule learning; (5) problem solving; (6) attitude learning; and (7) learning psychomotor skills. (Contains 70 references.) (SLD)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Black Box Theories; Generative Processes
Note: In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784.