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Peer reviewedDi Vesta, Francis J.; Peverly, Stephen T. – Journal of Educational Psychology, 1984
Using 198 college students, this study investigated the effects on performance of four variables in a concept-learning task. The variables were (1) passive and active learning; (2) contextual specificity and variability; (3) rule-examples sequences; and (4) near and far transfers as critical outcomes. Results are discussed in terms of the…
Descriptors: Cognitive Structures, Concept Teaching, Discovery Learning, Encoding (Psychology)
Direct linkKirschner, Paul A.; Sweller, John; Clark, Richard E. – Educational Psychologist, 2006
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures…
Descriptors: Instructional Design, Teaching Methods, Cognitive Structures, Learning Processes
Peer reviewedSimpson, Judith – Art Education, 1996
Maintains that student-centered curriculum embodies the progressive and constructivist principles of active, participatory learning. Advocates emphasizing the importance of context as part of a constructivist approach. Includes instructional examples of connecting contextual information about artworks to constructivist activities. (MJP)
Descriptors: Art Education, Cognitive Development, Cognitive Mapping, Cognitive Structures
