Paradigms of Knowledge and Instruction

Job Instruction: its premisses and its alternatives

“…According to Cobb (1994) and Phillips (1995), two subtypes of the constructivist paradigm can be found: one stressing the socio-political nature of knowledge construction and the other stressing the individual creation of knowledge. The three paradigms thus conceived closely resemble the three paradigms of knowledge and instruction sketched by Farnham-Diggory (1994): the behaviour model, the development model and the apprenticeship model. The behaviour model (which corresponds to the objectivist paradigm) conceptualizes learning as an incrementation process: 'accumulating something, getting better, getting faster, getting more, and so forth' (Farnham-Diggory 1994: 464).…”

Identifying core concepts in educational resources

“…FarnhamDiggory identifies five types of knowledge: declarative (verbal learning), procedural (skill learning), conceptual (concept attainment), analogical (one-trial learning), and logical (problem solving) [10]. We adapted this typology for our annotation protocol to describe the concept function feature to include the terms declarative, conceptual, analogical, or scientific method.…”

How is the approach to teaching at secondary school related to first-year university achievement?

“…A number of classification schemes of approaches to teaching and learning in secondary education have been published (e.g., Farnham-Diggory, 1994;Hertz-Lazarowitz, 1992). In a review of 14 studies, De Kock, Sleegers, and Voeten (2004) propose a classification scheme that incorporates learning goals, teacher and student roles, and the roles of learners in relation to each other.…”