An Empirically Based Instructional Design Theory for Teaching Concepts.

Tennyson, Robert D.; Cocchiarella, Martin J.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ335313

Record Type: CIJE

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

An Empirically Based Instructional Design Theory for Teaching Concepts.

Tennyson, Robert D.; Cocchiarella, Martin J.

Review of Educational Research, v56 n1 p40-71 Spr 1986

An instructional design theory, based on direct empirical validation from a programmatic line of instructional systems research, is presented. Concept learning is viewed as a two-phase process: (1) formation of conceptual knowledge and (2) development of procedural knowledge. (Author/LMO)

Descriptors: Cognitive Processes, Concept Formation, Concept Teaching, Content Analysis, Elementary Secondary Education, Instructional Design, Models

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A