Toward a Theory of Instruction

Jerome S. Bruner Toward a Theory of Instruction “ What makes this book particularly rewarding is the quality of his insights — for example , he speaks of language as a calculus of thought . What makes his book important is the ...

Author: Jerome Seymour Bruner

Publisher: Harvard University Press

ISBN: 9780674897014

Category: Education

Page: 176

View: 933

Instruction is an effort to assist or to shape growth. In devising instruction for the young, one would be ill advised indeed to ignore what is known about growth, its constraints and opportunities. And a theory of instruction - and this book is a series of exercises in such a theory - is in effect a theory of how growth and development are assisted by diverse means.

Social Science for What

Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, MA: Harvard University Press, 1966), 73–101, “Man: A Course of Study.” 88. Bruner, Toward a Theory of Instruction, 74. 89. Bruner, Toward a Theory of Instruction, 76; ...

Author: Mark Solovey

Publisher: MIT Press

ISBN: 0262358751

Category: Political Science

Page: 408

View: 726

How the NSF became an important yet controversial patron for the social sciences, influencing debates over their scientific status and social relevance. In the early Cold War years, the U.S. government established the National Science Foundation (NSF), a civilian agency that soon became widely known for its dedication to supporting first-rate science. The agency's 1950 enabling legislation made no mention of the social sciences, although it included a vague reference to "other sciences." Nevertheless, as Mark Solovey shows in this book, the NSF also soon became a major--albeit controversial--source of public funding for them.

Interactive Video

Bruner , J.S. Toward a Theory of Instruction . New York : Norton , 1966 . Bunderson , C.V. Instructional Strategies for Videodisc Courseware : The McGraw - Hill Disc . Journal of Educational Technology Systems , 1980 , 8 , 3 .

Author: Educational Technology Publications

Publisher: Educational Technology

ISBN: 9780877782117

Category: Education

Page: 200

View: 771


Curriculum Windows

Bruner's (1966) Toward a Theory of Instruction caught my eye. As an educator who spent 16 years teaching high school students in Zimbabwe, the title of the book intrigued and disappointed me at the same time. The title made me curious ...

Author: Thomas S. Poetter

Publisher: IAP

ISBN: 1623963907

Category: Education

Page: 339

View: 150

Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholareducators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by Louise Berman, Jerome Bruner, WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H. Schubert.

Ontario Journal of Educational Research

BRUNER , J . S . Toward a Theory of Instruction . Cambridge , Mass . : Belknap Press of Harvard University Press , 1966 . Pp . x , 176 . Any theory of learning certainly has implications for instruction . However , I do not know of any ...

Author:

Publisher:

ISBN:

Category:

Page:

View: 444



Instructional Design Theory research and models

might include learning various subskills on the basis of several different ID theories. ... Toward a theory of instruction. New York: Norton. Case, R. (1978). A developmentally based theory and technology of instruction.

Author: Robert D. Tennyson

Publisher: Routledge

ISBN: 0805813985

Category: Education

Page: 496

View: 104

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: * to identify and define the theoretical, research, and model foundations for ID, and * to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.

Instructional design Theories and Models

Toward a theory of instruction. Cambridge, MA: Belknap. Clark, R. E. (1983). Reconsidering research on learning from media. Review of EducationalResearch, 53, 445^59. Clark, R. E. (1992). Media use in education. In M.C. Alkin (Ed.), ...

Author: Charles M. Reigeluth

Publisher: Routledge

ISBN: 1135706670

Category: Education

Page: 728

View: 139

Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory. In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories. *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand. *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong. *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units. This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory

Instructional Theories in Action

Toward a theory of instruction . New York : W. W. Norton . Case , R. ( 1978a ) . Piaget and beyond : Toward a developmentally based theory and technology of instruction . In R. Glaser ( Ed . ) , Advances in instructional psychology ...

Author: Charles M. Reigeluth

Publisher: Routledge

ISBN: 1136561722

Category: Education

Page: 360

View: 566

Companion volume to the award-winning best seller Instructional Design Theories and Models, this book serves as a concrete introduction to instructional design for curriculum developers, teachers and teacher trainers, and students. Eight major theorists translate their works and theories into sets of instructional prescriptions; corresponding model lessons provide step-by-step illustrations of these theories. Instructional Theories in Action features: *overviews of the most important prescriptions and corresponding sample lesson plans written by the original theorists; *practical, concrete approaches to presenting the major strategies and principles; *model lessons focusing on the same objectives to facilitate comparisons of the theories; *numbered comments that identify which instructional prescription is being implemented at each point of the sample lessons; *chapter introductions, footnotes, and student study questions, and *clear identification and cross referencing of commonalities that are often masked by varying terminology.

Instructional design Theories and Models An overview of their current status

Bruner, J. S. Toward a theory of instruction. New York: W.W. Norton. 1966. Bunderson, C. V. Instructional strategies for videodisc coursevare: One McGraw-Hill disc. Journal of Educational Technology Systems, 1979-80, 8, 207-210.

Author: Charles M. Reigeluth

Publisher: Psychology Press

ISBN: 0898592755

Category: Education

Page: 487

View: 260

Instructional Design Theories and Models is a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Design Theories and Models will provide educators, researchers, and students with: * easy access to a broad range of integrated prescriptions for improving the quality of instruction * chapters facilitating analysis, understanding, and evaluation of the theories * editors' notes, chapter forewords, and a commentary chapter that identify similarities and differences among the instructional theories * introductory chapters that provide guidance for developing a common knowledge base of integrated prescriptions