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.These responses contrast with the more successful first graders we interviewed who answered, aI keep thinking about it ... In addition, for each passage there was a question that required the student to understand the gist of the story. ... For example, in the story of the manatee the children heard about how the manatee has been used to clear the water canals in Florida because it eats the plants that growanbsp;...
|Title||:||Toward the Practice of theory-based Instruction|
|Author||:||Anne McKeough, Judy Lee Lupart|
|Publisher||:||Routledge - 2013-05-13|