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Unformatted text preview: Finally, some of the implications for designing instruction based on
Piaget’s stages of development potentially represent a misreading of Piaget’s
writings, and/or failure to consider data from Neo-Piagetian research (Metz,
1995). Although younger students’ reasoning may be less sophisticated for a
number of reasons, this does not suggest that these students are incapable of
profiting from instructional experiences requiring mental activities such as
Although broad theories of development such Piagetian stage theory are
difficult to apply to specific instructional design decisions, that does not mean that
cognitive development is irrelevant to instructional design. Certainly, characteristics such as attention span, background knowledge, and language
development need to be considered when designing instruction. Additionally, if
students are going to be asked to self-regulate their own learning, developmental
trends in self-regulation are important. For example, five and six-year-old
students are less effective than older students at monitoring and planning
behaviors that require self-awareness of their own learning (Schneider, 1998).
Once again, however, any developmental trends for self-regulation need to be 46 applied cautiously to a specific student or group of students. Also, students’
ability to monitor attention and self-regulate can be improved with instruction
The Design Of Problem-Based Learning
Although constructivist learning environments can vary widely, problembased learning provides a useful context for understanding how to apply
constructivist Principle 5.1: Learning is more powerful if learners construct
their own understandings and Principle 5.3: Students’ knowledge
construction is facilitated by the nature of their interactions with people
and/or objects in their environment.
Characteristics and Components of Problem-Based Learning
A number of examples of problem-based learning environments exist,
including but not limited to Rich Environments for Active Learning (REALs)
(Grabinger, 1996), Open-ended Learning Environments (OELE’s) (Land &
Hannafin, Land & Oliver,...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08
- The Bible