Learning and Instructional Sequence

Gagné, Robert M.; Gagne, Robert M.

doi:10.2307/1167193

Cited by 12 publications

(16 citation statements)

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“…The underlying theory includes other theories in the field, such as Ausubel's meaningful learning theory (Ausubel, 1963;Ausubel, Novak & Hanesian, 1976;Moreira, 2000), Gagnè's learning theory (Gagnè, 1970(Gagnè, , 1973) and Bruner's spiral theory of learning (Bruner, 1963(Bruner, , 1966(Bruner, , 1991(Bruner, , 1998(Bruner, , 2003(Bruner, , 2004, thereby including its different perspectives about instructional designs (Bruner, 1966;Gagnè, Wager, Golas, Keller & Russell, 2005;Reigeluth, 2013).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Computer Approach to Mathematics Curriculum Developments Debugging

Martínez-Zarzuelo

Roanes–Lozano

Fernández-Díaz

2016

EURASIA J MATH SCI T

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Sequencing contents is of great importance for instructional design within the teaching planning processes. We believe that it is key for a meaningful learning. Therefore, we propose to formally establish a partial order relation among the contents. We have chosen the binary relation "to be a prerequisite" for that purpose. We have applied this approach to the mathematical contents of the compulsory Secondary Education of the Spanish educational system and the information obtained has been modeled as a graph. The amount of contents considered (814) and the number of ordered pairs in the order relation considered (17,782) has produced a big graph. In order to work effectively with that amount of data, we have used software specialized in network analysis. More precisely, we have used the software packages Pajek and Gephi. This software, together with the use of techniques borrowed from graph theory, has allowed providing a tool for debugging curriculum developments (similar to rule based expert systems verification).

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Computer Approach to Mathematics Curriculum Developments Debugging

Martínez-Zarzuelo

Roanes–Lozano

Fernández-Díaz

2016

EURASIA J MATH SCI T

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“…Gagne wrote that teaching activity is a systemic manipulative process that enables the learner to achieve learning goals by understanding the interaction of stimuli that exist in his internal condition and external environment [3]. This means that it should be planned in such a way so that learning can occur effectively through interaction between the learner, teacher, and the environment.…”

Section: Education Principlementioning

confidence: 99%

“…As stated before, the instructional design of Gagne (1992) is a logical procedure based on the principle of human learning that concerns constructing and proposing learning goals by recognizing the internal and external conditions that may occur [3]. …”

Section: Education Principlementioning

confidence: 99%

Education that allows South Korean Colleges of Dentistry to teach Emergency Care

Kang

2016

J Dent Anesth Pain Med

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As the medical environment and dental services change, the importance of educating dentists in responses to systemic emergencies is increasing. The current student-oriented education paradigm is moving towards training students in the abilities required to address the daily crises they will face, while also providing them with the ability to deliver knowledge. Before addressing a patient's situation, emergency physicians begin by diagnosing symptoms. As they must decide on the tests and treatments that are immediately required and must solve problems through interdisciplinary treatment, emergency physicians require additional skills and communication abilities besides clinical knowledge. Since dentistry colleges provide education that emphasizes the skills dentists require to treat oral diseases, they do not have sufficient time to teach emergency care. Additionally, because their professors lack expertise in pedagogy, dental students also have insufficient motivation to study the pathophysiology of systemic diseases. This review proposes a direction of teaching that can help dental students recognize problems and situations in emergency cases and that can help them develop their capability to immediately make a decision and resolve the problem. To do this, the author surveyed the educational philosophy and knowledge provided in the instructional design of clinical professors who give lectures on emergency care, and also examined the teaching methods of the learner-oriented education paradigm.

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“…These prescriptions have assumed that concepts represent a primary learning outcome, without necessarily considering how the concepts are used. Learning hierarchies (Gagné, 1968(Gagné, , 1973Gagné & Briggs, 1979), which conceive of concepts as building blocks of higher-order skills, are an exception. Additionally, many instructional design researchers have conducted a significant body of research on the effects of different instructional design variables on the acquisition of concepts (Canelos, Taylor, & Altschuld, 1982;Carrier, Davidson, & Williams, 1985;Hicken, Sullivan, & Klein, 1992;Jonassen, 1978Jonassen, , 1986Newby, Ertmer, & Stepich, 1995;Tennyson, 1978;Tennyson, & Buttrey, 1980;Tessmer, & Driscoll, 1986), without necessarily considering how the concepts will be used.…”

mentioning

confidence: 99%

On the Role of Concepts in Learning and Instructional Design

Jonassen

2006

EDUCATION TECH RESEARCH DEV

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The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation, patterns of concepts, and concepts-in-use. Probabilistic-prototype and exemplar views have accommodated some of the inherent fuzziness of concepts. Concepts can only be fully understood as processes of conceptual change, the reorganization of conceptual frameworks. Although very little research has focused on assessing conceptual change, the theories of conceptual change recommend assessing patterns of concepts and concepts-in-use. Descriptions of pertinent assessment methods are presented.

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Learning and Instructional Sequence

Cited by 12 publications

References 0 publications

A Computer Approach to Mathematics Curriculum Developments Debugging

A Computer Approach to Mathematics Curriculum Developments Debugging

Education that allows South Korean Colleges of Dentistry to teach Emergency Care

On the Role of Concepts in Learning and Instructional Design

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