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Dr. Gary Morrison and Jennifer Maddrell - Old Dominion University

Photo Source: http://www.flickr.com/photos/neilsingapore/3187409578/. Designing Instruction for Concept Learning Dusting off the cobwebs from decades of theory and research. Dr. Gary Morrison and Jennifer Maddrell - Old Dominion University AECT 2009 - Louisville, KY - October 28, 2009.

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Dr. Gary Morrison and Jennifer Maddrell - Old Dominion University

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  1. Photo Source: http://www.flickr.com/photos/neilsingapore/3187409578/ Designing Instruction for Concept LearningDusting off the cobwebs from decades of theory and research Dr. Gary Morrison and Jennifer Maddrell - Old Dominion University AECT 2009 - Louisville, KY - October 28, 2009

  2. Instruction for Concepts? Isn’t this dusty old stuff?

  3. Yes! … and dusting off the old research is precisely the purpose of our presentation.

  4. Our Goal in this Review • Review a range of sources for: • Concept learning and instruction theory • Empirically-based instructional design strategies • Examine central views on: • The nature of concepts • Concept learning • Concept instruction

  5. Striking similarity in heuristics across theorists

  6. Concept Acquisition | Concepts-in-Use

  7. The Nature of Concepts Remarkable consensus in literature on the nature of concepts. Markle & Tiemann (1970)

  8. A concept category is the grouping of objects, events, symbols, or relationships while an attribute describes the dimension from which the objects differ. Brown (1958)

  9. Concept Membership

  10. Concept Learning Measurement

  11. Attribute Isolation

  12. Judging Instances

  13. Concepts-in-Use

  14. Concept Instruction Heuristics

  15. Research suggests a definition aloneis roughly as effective as a single set of examples and non-examples. Klausmeier & Feldman (1975)

  16. Define Based On Attributes

  17. Create Instances

  18. Summary of Heuristics • Define the concept • Focus on attributes of concept • Consider both critical and variable attributes • Create instances • Examples: Include all critical attributes • Non-example: All but one critical attribute • Prototypical (central) example • Design presentation and guided practice • Give learners opportunities to classify new instances • Use the concept to make arguments or judgments or to infer relationship or membership

  19. Thoughts from Review • Theoretical foundations differ • Design heuristics strikingly similar • Differences based on objective of instruction • Concept Acquisition / Attainment • Concepts-in-Use (Conceptual Change) • Rich research base for designers and researchers … until 1990s

  20. Nagging Questions • Where is the recent concept research? • To what degree are traditional concept-teaching heuristics building blocks to meaningful learning outcomes and application? • What is the influence (and limitation) of concept-in-use methods on concept learning? • Concept maps • Model building

  21. Is there more to study on concepts? (Tell us what do you think.)

  22. Presentation and Paper at:http://DesignedToInspire.com/drupal/aect2009

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