Toward the Practice of theory-based Instruction
Current Cognitive theories and their Educational Promise
Nonfiction, Health & Well Being, Psychology, Cognitive Psychology, Reference & Language, Education & Teaching
| Author: | ISBN: | 9781136470806 | |
| Publisher: | Taylor and Francis | Publication: | May 13, 2013 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781136470806 |
| Publisher: | Taylor and Francis |
| Publication: | May 13, 2013 |
| Imprint: | Routledge |
| Language: | English |
This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.
This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.
