Examples of instructional design for social studies according to meaningful learning and information processing theories

被引：4

作者：

Babadogan, Cem ^{[1
]}

Unal, Fatma ^{[2
]}

机构：

[1] Ankara Univ, Fac Educ Sci, Dept Curriculum Studies, Cebeci Ankara, Turkey

[2] Minist Natl Educ, Directorate Primary Educ, Textbook Writing Commiss Social Studies, Kizilay Ankara, Turkey

来源：

3RD WORLD CONFERENCE ON EDUCATIONAL SCIENCES - 2011 | 2011年 / 15卷

关键词：

Meaningful learning theory; information processing theory; teaching theory; learning theory; instructional design; social studies;

D O I：

10.1016/j.sbspro.2011.04.070

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The fundamental purpose of this study is to present concrete examples of instructional design from theory to practice and to evaluate these examples. In the study, "meaningful learning theory" of Ausubel, one of the descriptive theories which enlighten teaching-learning processes, and "information processing theory" of Gagne, one of the prescriptive theories are analyzed. Related to these theories, instructional designs are developed for in-class activities of the social studies course. These examples are compared with the in-class activities of Ausubel and Gagne's teaching theories.

引用

页码：2155 / 2158

页数：4

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