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Tennyson, Robert D.; Boutwell, Richard C. – 1973
The instructional design presented in this article discusses a procedure for arranging and sequencing examples and nonexamples for concept teaching in the classroom. Concepts are divided into two types: definition and observation. A definition concept is one in which the critical attributes are determined by the definition, e.g., war. Observation…
Descriptors: Concept Formation, Concept Teaching, Definitions, Generalization

Schubert, Leo – Journal of College Science Teaching, 1972
The editorial maintains that the perspective of hierarchical learning used in school science teaching should also be realized at college level science teaching. Perhaps the best teachers and intense attention should be devoted to the teaching of a introductory course where the concepts upon which further knowledge is based are learned. (PS)
Descriptors: College Science, Concept Teaching, Educational Methods, Instructional Design
Litchfield, Brenda C. – Performance and Instruction, 1990
Describes methods for item construction for computer-based instruction (CBI). Use of a rational set generator (RSG) in presenting an adaptive sequence of items to the learner is described; a model matrix of a computer-based RSG is presented; concrete and defined concepts are discussed; and rule using is explained. (Four references) (LRW)
Descriptors: Computer Assisted Instruction, Concept Teaching, Discrimination Learning, Generalization
Wilson, Brent G.; Merrill, M. David – Performance and Instruction, 1980
Shows how elaboration theory (ET) sequences the concepts in a taxonomy and argues that the product of an ET analysis is usually in general agreement with sequencing based on learning prerequisite relationships, and that ET sequencing of taxonomic concepts will not violate learning prerequisite relationships. (Author/MER)
Descriptors: Classification, Cognitive Processes, Concept Formation, Concept Teaching
Park, Ok-Choon; Tennyson, Robert D. – 1979
A total of 132 volunteer 10th and 11th grade students participated in an experiment to investigate two variables of computer-based adaptive instructional strategies for concept learning. The first variable tested the hypothesis that selection of number of examples according to on-task information is more efficient than selection according to…
Descriptors: Computer Assisted Instruction, Concept Formation, Concept Teaching, Educational Research

Ranzijn, Frederik J. A. – Instructional Science, 1992
Describes two experiments in Dutch secondary schools that were carried out to study the effect of the sequencing of the information in computer-assisted instructional programs. Instructional design for concept learning is discussed; successive and coordinate relationships between concepts are explained; and tests designed for procedural and…
Descriptors: Analysis of Variance, Computer Assisted Instruction, Computer Software Development, Concept Formation