ERIC Number: ED081757
Record Type: Non-Journal
Publication Date: 1973-Feb
Reference Count: N/A
Structural Learning and the Optimization of Open Education. Report No. 71.
Scandura, Joseph M.
This article is based on two main theses: a) qualitative improvements in education will not come about as a result of rhetoric or superficial proposals for solutions made by the so-called new breed or educators, but rather as a result of a deeper understanding of the teaching-learning process and the development and use of new and better principles of educational design; b) theoretical bases for qualitative improvements in educational design already exist and should be used more widely by educators. The paper is subdivided as follows: a) a brief review of the recent history of educational psychology to provide a perspective for later remarks; b) a summary of some of the more immediately relevant portions of a new theory of structural learning; c) a discussion of how the theory might be extended to provide a basis for conceptualizing the teaching-learning process, involving realistic content, and optimizing instruction; d) a taxonomy based on this conceptualization for classifying various types of instruction ranging from the open classroom to more classic examples of classroom management. (Author/JA)
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Pennsylvania Univ., Philadelphia. Mathematics Education Research Group.