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Paper Information

Journal:   CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES   winter 2019 , Volume 15 , Number 32 (59) #f00658; Page(s) 131 To 150.
 
Paper: 

Qualitative Study of the Principles of Instructional Design Based on Cognitive Flexibility Theory in Combination with Scaffolding Strategies

 
 
Author(s):  taghizade Abbas, hatami javad*, ghasemi maryam
 
* tarbiat modares university
 
Abstract: 
Presenting complex domains of knowledge through traditional linear models of instruction, is problematic because as content areas becomes more complex, the domain of knowledge becomes more ill structured, non-uniform, and overlapping with other domains. For this, Spiro & et al. argue that learning environments should emphasize ‘ ‘ the real-world complexity and ill-structuredness of many knowledge domains. The aim of this research was qualitative study of the principles of educational design based on cognitive flexibility theory in combination with scaffolding strategies in computer-based learning environments. Qualitative content analysis method was used in this research. The study population included all resources and related articles indexed in scientific databases during 1991-2015(84resource) related to the 2 theories of this study. A sample through Purposive sampling was selected and finally the proposed educational design model based on cognitive flexibility theory with 9 principles in combination with scaffolding strategies was presented. Since cognitive flexibility theory is generally presented for advanced knowledge acquirement, the proposed model can be used for educational design for learners at high school levels and upper.
 
Keyword(s): scaffolding,Constructivism approach,complex issues,cognitive flexibility theory,case-based learning
 
References: 
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