NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED352452
Record Type: RIE
Publication Date: 1992-Nov
Pages: 71
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Alternative Perspectives of Instruction and Cognitive Theory: Implications and Proposals.
Thomas, Ruth; And Others
Three perspectives of instruction that reflect applications of cognitive theory are transportation of knowledge, application of algorithms, and transfer of responsibility. To determine what kind of instructional theory is appropriate for vocational education in a rapidly changing, technological, and increasingly complex society and what contributions cognitive theory can make to this instructional theory, each perspective may be examined in terms of Goodnow's (1980) dimensions and in terms of what the perspective has brought to and how it has been modified by application of cognitive theory. A critique of the perspectives of instruction in relation to societal conditions and to educational purposes also helps to answer the questions. Four interrelated conclusions can be drawn: (1) instructional perspectives influence how cognitive theory is applied; (2) the potential of cognitive theory is most fully realized within the perspective of transfer of responsibility; (3) this perspective provides an overarching instructional framework that addresses needs implied by societal conditions and educational aims they warrant and within which multiple educational aims can be addressed; and (4) cognitive theory can help vocational educators clarify and strengthen their transfer of responsibility orientation to instruction. (Contains 133 references.) (YLB)
NCRVE Materials Distribution Service, 46 Horrabin Hall, Western Illinois University, Macomb, IL 61455 (order no. MDS-256: $4.75).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.