Toward the Practice of theory-based Instruction

Current Cognitive theories and their Educational Promise

Nonfiction, Health & Well Being, Psychology, Cognitive Psychology, Reference & Language, Education & Teaching
Cover of the book Toward the Practice of theory-based Instruction by , Taylor and Francis
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Author: ISBN: 9781136470806
Publisher: Taylor and Francis Publication: May 13, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781136470806
Publisher: Taylor and Francis
Publication: May 13, 2013
Imprint: Routledge
Language: English

This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.

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