{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Although broad theories of development such piagetian

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

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 inferential reasoning. 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 (Schneider, 1998). 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,...
View Full Document

{[ snackBarMessage ]}

Ask a homework question - tutors are online