ERIC Number: ED480397
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Functional Context Education: Making Learning Relevant.
This notebook discusses issues and methods of developing adult literacy education (ALE) programs according to functional context education (FCE) principles. Chapters 1-3 in Part 1, The Power of ALE, focus on current ALE; address why ALE is of growing importance; show how investments can return benefits for adults and others; look at issues involved in trying to find out how many adults are at risk because of their literacy skills; review the National Adult Literacy Survey; discuss problems in determining how much is enough literacy; describe diversity among adult literacy students and adult education settings and how it can affect program development; summarize data on learning gains in ALE programs; and show that the results suggest a need for more attention to development of ALE programs based on results of cognitive science and principles of FCE. Chapters 4-6 in Part 2, Cognitive Science Foundations, provide a summary of contemporary cognitive science as it relates to FCE and show how concepts of FCE relate to other advances in educational research; and discuss concepts such as the social basis of cognition and literacy, constructivism, situated cognition and practice, contextual learning, anchored instruction, problem-based learning, cooperative learning, multiliteracies, and multiple modes of representation in relation to FCE. Chapters 7-10 in Part 3, Case Studies in FCE, provide four case studies of ALE programs that illustrate how to apply the principles of FCE to curriculum development and assessment. (YLB)
Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Case Studies, Cognitive Development, Cognitive Processes, Cognitive Psychology, Constructivism (Learning), Context Effect, Cooperative Learning, Curriculum Development, Diversity (Institutional), Educational Research, Functional Literacy, Literacy Education, Problem Solving, Program Development, Relevance (Education), Student Diversity, Workplace Literacy
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Cognitive Sciences; Functional Context; Functional Context Education; Situated Learning
Note: For full text of an earlier (1997) version: http://www.nald.ca/fulltext/context/context.pdf.