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Designing Instruction for Concept Learning Dusting off the cobwebs from decades of theory and research

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Title: Designing Instruction for Concept Learning Author: Jen Last modified by: Jen Created Date: 10/5/2009 11:15:10 PM Document presentation format – PowerPoint PPT presentation

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Title: Designing Instruction for Concept Learning Dusting off the cobwebs from decades of theory and research


1
Designing Instruction for Concept
LearningDusting off the cobwebs from decades of
theory and research
Photo Source http//www.flickr.com/photos/neilsin
gapore/3187409578/
  • Dr. Gary Morrison and Jennifer Maddrell - Old
    Dominion University
  • AECT 2009 - Louisville, KY - October 28, 2009

2
Instruction for Concepts?
  • Isnt this dusty old stuff?

3
Yes!
  • and dusting off the old research is precisely
    the purpose of our presentation.

4
Our Goal in this Review
  • Review a range of sources for
  • Concept learning and instruction theory
  • Empirically-based instructional design strategies
  • Examine central views on
  • The nature of concepts
  • Concept learning
  • Concept instruction

5
Striking similarity in heuristics across theorists
6
Concept Acquisition Concepts-in-Use
7
Remarkable consensus in literature on the nature
of concepts.
The Nature of Concepts
  • Markle Tiemann (1970)

8
(No Transcript)
9
A concept category is the grouping of objects,
events, symbols, or relationships while an
attribute describes the dimension from which the
objects differ.
  • Brown (1958)

10
Concept Membership
11
Concept Learning Measurement
12
Attribute Isolation
13
Judging Instances
14
Concepts-in-Use
15
Concept Instruction Heuristics
16
Research suggests a definition alone is roughly
as effective as a single set of examples and
non-examples.
  • Klausmeier Feldman (1975)

17
Define Based On Attributes
18
Create Instances
19
(No Transcript)
20
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21
Summary of Heuristics
  • Define the concept
  • Focus on attributes of concept
  • Consider both critical and variable attributes
  • Create instances
  • Examples Include all critical attributes
  • Non-example All but one critical attribute
  • Prototypical (central) example
  • Design presentation and guided practice
  • Give learners opportunities to classify new
    instances
  • Use the concept to make arguments or judgments or
    to infer relationship or membership

22
Thoughts from Review
  • Theoretical foundations differ
  • Design heuristics strikingly similar
  • Differences based on objective of instruction
  • Concept Acquisition / Attainment
  • Concepts-in-Use (Conceptual Change)
  • Rich research base for designers and researchers
    until 1990s

23
Nagging Questions
  • Where is the recent concept research?
  • To what degree are traditional concept-teaching
    heuristics building blocks to meaningful learning
    outcomes and application?
  • What is the influence (and limitation) of
    concept-in-use methods on concept learning?
  • Concept maps
  • Model building

24
Is there more to study on concepts?
  • (Tell us what do you think.)

25
Presentation and Paper at http//DesignedToInspi
re.com/drupal/aect2009
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