Instructional Prescriptions Research Articles

Do different kinds of introductions influence comprehension and memory for scientific explanations?

ABSTRACT Compelling and interesting introductions are considered an important way of fostering reader engagement with expository-text content. But only a handful of projects have examined this prescriptive advice. In three experiments, we examined the effects of two different genres of introductions—narrative and expository—on comprehension and memory for texts providing scientific explanations. In Experiment 1, participants read texts without introductions and subsequently completed either an immediate recall or a delayed recall seven days later for a subset of the texts. In Experiment 2, participants read the same texts including either all narrative or all expository introductions and after reading were asked to complete an immediate recall. In Experiment 3, participants read the same texts, this time half including narrative introductions and half including expository introductions, and completed a delayed recall seven days later for all the texts. Across all experiments, participants recalled more of the scientific explanations when they were preceded by introductions than when they were not, and narrative introductions were better recalled than expository introductions. Participants who read both types of introductions were also slower to read scientific explanations that followed narrative introductions compared to expository. Taken together, these results indicate that introductions influence memory and reading times for scientific explanations but not always in ways that align with popular instructional prescriptions and advice.

Pengembangan Pembelajaran IPS SD Berdasarkan Preskripsi Component Display Theory (CDT)

High quality of instructional design is needed to reach high instructional quality. It should be designed based on the assumption that different types of conditions and learner outcomes required different methods. In fact, this assumption has been ignored by the social studies teachers. It brings on low quality of instruction. Component Display Theory (CDT) model gives a set of instructional prescriptions based on the link and match of condition variables and those of the methods. CDT is coming up to overcome and keep the quality of instruction. The result of this research and development proved that instructional design being developed based on CDT model is better than those of the conventional methods.

Yes Brian, at long last, there is pedagogy in England – and in Singapore too. A response to TLRP’s Ten Principles for Effective Pedagogy

James and Pollard appropriately insist that the articulation of general, ‘evidence-informed’ pedagogical principles that can inform teacher judgments and policy-makers rather than detailed instructional prescriptions that tell teachers what to do is the most useful way to improve classroom practice at scale. This is surely right: teaching and learning are deeply contextual and highly contingent. Certainly, our experience in Singapore strongly supports this claim, particularly if backed up by appropriately designed in situ, iterative, authentic and extended professional learning experiences. Moreover, the specific generative principles that James and Pollard identify are substantial and important. However, I am not convinced, given my experience in Singapore and my understanding of research findings more generally, that the principles they isolate are either adequately specified or jointly sufficient to optimise improving the quality of teaching and learning in British schools. But certainly what James and Pollard, and the TLRP team more generally, have achieved makes a unique and significant contribution to that effort and to the broader international movement to design and deliver educational research that is rigorous, relevant and useful.

The TIP Theory: Prescriptions for Designing Instruction for Teams

The purpose of the Team Instructional Prescriptions (TIP) theory is to prescribe a set of systematically integrated principles for designing instruction for teams. The structure of the theory is based on Reigeluth and Merrill's conditions–methods–outcomes framework. The TIP theory identifies two interrelated instructional outcomes: effective, efficient teamwork, and effective, efficient team task performance. These outcomes can be attained by prescribing concurrent instructional methods for both team development and task performance. The selection of instructional methods (specifically organizational strategies) is determined by three sets of condition variables: (1) team development stages (forming, performing I, and performing II); (2) task process dimensions (procedural/interdependent, procedural/independent, transfer/interdependent, and transfer/independent); and (3) task relationships (subordinate, coordinate, and superordinate). These three sets of conditions define 36 unique instructional conditions, each of which requires a slightly different set of organizational strategies (macro, mid–level, and micro).

MAIS: A computer-based integrated instructional system

An instructional design model, the Minnesota Adaptive Instructional System (MAIS), that links knowledge acquisition and employment with specific computer-based instructional prescriptions is reviewed. Specific cognitive processes for acquisition of declarative, procedural, and contextual knowledge are respectively linked to expository, practice, and problem-oriented strategies. Likewise, the cognitive processes of employment (i.e., recall, problem solving, and creativity) are linked to complex-dynamic and self-directed strategies. Each of the instructional strategies is composed of variables and conditions that have been empirically tested and shown to improve specific forms of knowledge acquisition and employment.

Conceptual change, history, and science stories

Science teachers wishing to implement educational research findings in their classrooms find themselves at a loss to choose between instructional prescriptions stemming from Piaget's theory of cognitive development and those stemming from alternative conceptual frameworks (ACF) theory. Piagetian theory attributes student comprehension difficulty in science to undeveloped cognitive structures and prescribes experiences aimed at causing disequilibration which in turn leads to accommodation and assimilation. ACF theorists argue that conceptualizations derived from everyday experience often impede science learning and that learners must be led to confront their misconceptions and reconstruct their knowledge. We claim that contextual teaching using large context problems or “science stories” addresses both the ACF and the Piagetian points of view. We first discuss contextual teaching using large context problems, then provide guidelines for large context problems and the writing of science stories. Finally, we outline a teaching program involving the design of historically based science contexts and stories for use in science classrooms.

Linking cognitive learning theory to instructional prescriptions

This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning and thinking as well as knowledge acquisition. Integrating current methods of instructional strategies provides the framework for bridging the gap between cognitive learning theory and instructional design.

Student Cognitive Styles: Implications for Library Educators

Successful instruction entails accommodating to the learning styles/characteristics of students. Assessing the educational cognitive styles of library science students, this study sought to determine the means by which they learn most readily. Understanding the preferred modalities for seeking meaning from their environment will help us to more effectively teach library science students. A cognitive style inventory which assesses 28 styles in three dimensions was administered to three foundations classes. These were summed and factor analyzed. A set of instructional prescriptions was derived from the results of the data analysis, suggesting increased use of independent reading assignments, simulations, tactile and esthetic experiences, rigid time structures, and independent methods. Preferred modes of logic were suggested.

Understanding intellectual skills

This article presents a framework for analyzing what it means to understand an intellectual skill. Building on the task analysis framework of Gagne and others, we suggest that many different types of knowledge may be associated with the core skills and subskills involved in a learning hierarchy. Second, we suggest that certain types of associated knowledge may lead to much greater understanding of the skill than will other types—an outcome we call skill plus productive knowledge. Then we present a classification system for analyzing the types of knowledge that are associated with skills concerning functional relations such as Ohm's Law. Finally, we suggest instructional prescriptions for developing learning outcomes that include appropriate associated knowledge. The article is intended as a framework for future research on understanding skills. The general direction of such research is outlined.

Regular-Classroom Teachers' Attributions and Instructional Prescriptions for Handicapped and Nonhandicapped Pupils

The study examined regular-classroom teachers' attributions and instructional prescriptions for normal achieving (NA), educationally handicapped (EH), and educable mentally retarded (EMR) pupils. Teachers were provided an experimental packet containing simulated background and current achievement information on an NA, EH, or EMR pupil. Background descriptive information reflecting an NA, EH, or EMR pupil affected teachers' failure but not success attributions as well as the manner in which they revised their failure-attribution ratings. In addition, it was found that teachers' initial instructional prescriptions were anchored by descriptive information reflecting characteristics of NA, EH, and EMR pupils. However, as teachers continued to receive current achievement information their instructional decisions appeared to be more weighted on pupils' current performance and less on achievement history. Findings are discussed in light of attributional research and current federal legislation mandating education of handicapped pupils in regular-education settings to the maximum extent possible.