PSYCH OpenIR  > 中国科学院心理研究所回溯数据库(1956-2010)
Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing
Xinming Zhu; Yifei Lee; Herbert A. Simon
First AuthorXinming Zhu
2003
Source PublicationJournal of Computers in Mathematics and Science Teaching
Volume22Issue:4Pages:285-322
Abstract

Our current understanding of the cognitive processes underlying human learning enables cognitive psychology to offer valuable guides to the design of curricula in school subjects. This article summarizes some principles of curriculum design drawn out of this literature that have been applied very successfully to middle-school instruction in mathematics and science, using the general plan of learning from examples and by doing. The article does not claim unique efficacy for this specific method, but shows how experience gained from employing the theory of adaptive production systems provides concrete practical advice for achieving effective learning with understanding.

KeywordArtificial Intelligence Cognition Instructional Design Middle School Middle School Education Schools
MOST Discipline Catalogue教育学 ; 教育学::心理学(可授教育学、理学学位)
Language英语
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/26351
Collection中国科学院心理研究所回溯数据库(1956-2010)
Corresponding AuthorYifei Lee
Affiliation1.Chinese Academy of Sciences
2.Iowa State University, United States
3.Peijing Normal University
4.Carnegie Mellon University, United States
Recommended Citation
GB/T 7714
Xinming Zhu,Yifei Lee,Herbert A. Simon. Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing[J]. Journal of Computers in Mathematics and Science Teaching,2003,22(4):285-322.
APA Xinming Zhu,Yifei Lee,&Herbert A. Simon.(2003).Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing.Journal of Computers in Mathematics and Science Teaching,22(4),285-322.
MLA Xinming Zhu,et al."Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing".Journal of Computers in Mathematics and Science Teaching 22.4(2003):285-322.
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