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ERIC Number: ED410216
Record Type: Non-Journal
Publication Date: 1996
Pages: 33
Abstractor: N/A
Reference Count: N/A
Scandura's Structural Learning Theory: A Critique.
Ikegulu, Nelson T.
This paper offers a pragmatic critique of the instructional prescriptions based on Structural Learning Theory (SLT) conceived by Joseph M. Scandura in 1973. SLT is rooted in clarifying the roles of expository and discovery modes of problem solving in instruction. It is a cognitively oriented model combining learning theories, instructional theories, and instructional-development procedures. SLT proposes that content should be taught in the form of rules, on the most macro level possible. It proposes use of equivalence with mastery of any rule in a group taken as mastery of all rules within that group. In designing instruction, SLT requires the use of educational goals as initial inputs, determination of prototypic cognitive processes to measure learning, and structural analysis to determine content. SLT has been applied in artificial intelligence and computer-assisted instruction and related areas. SLT helps learners develop their own background knowledge and encourages learner processing. SLT has a wide range of applicability and provides a process for the selection of lessons or topics from a body of knowledge as well as a method for optimal presentation of the instruction. (Contains 26 references.) (JLS)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A