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Instructional design for meaningful learning


Kember, D, Instructional design for meaningful learning, Instructional Science, 20, (4) pp. 289-310. ISSN 0020-4277 (1991) [Refereed Article]

DOI: doi:10.1007/BF00043255


The instructional design and student learning literature is reviewed for guidelines for instruction which would encourage deep rather than surface learning. A taxonomy is presented which values student conceptions of key phenomena and skills for the self-discovery of knowledge as more important than the accumulation of information. Strategy elements suggested for the selection and sequencing of content, therefore, focus on revealing the interrelationship between key concepts. Evidence is presented of the persistent nature of existing conceptions and the difficulty of changing conceptual frameworks. Diagnostic questions are suggested as a means of exposing existing conceptions. It then seems necessary to provide a challenge to revealed or anticipated misconceptions so that students pass through a disequilibrium phase before re-forming their existing conceptions. As there is growing evidence of a mis-match between the goals and practice of teachers, action research is suggested as a method of implementation.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Kember, D (Professor David Kember)
ID Code:130158
Year Published:1991
Web of Science® Times Cited:14
Deposited By:Education
Deposited On:2019-01-14
Last Modified:2019-01-14

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