Psychological bases of programmed instruction

Talyzina, Nina Fedorovna

doi:10.1007/bf00119056

Cited by 19 publications

(17 citation statements)

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“…As stated above, the instructional objectives of the Thermodynamics course involve skills in solving problems found rather difficult by students. Because of this, the only relevant theories of learning of which we knew seemed to be those of Ausubel (1968), Gagn6 (1977) and Gal'perin (Talyzina, 1973). tn this project we eventually chose Gal'perin's theory of instructional learning supplemented with contributions of Talyzina (1973) and Landa (1975).…”

Section: Principles Of Instructional Learningmentioning

confidence: 99%

“…According to the theory of Gal'perin (Talyzina, 1973) there are four characteristics or parameters in the performance of an action: form, generalization; completeness o faction links, and mastery.…”

Section: Actionsmentioning

confidence: 99%

“…Talyzina, 1973). Their relevance here is that for Gal'perin learning is the acquisition of new (mental) actions, and instructional learning is a process of planned progressive internalization of external actions.…”

Section: Actionsmentioning

confidence: 99%

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Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

1981

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Well-specified problems of the type presented boxed in the introduction to this article are extremely common in science courses. Unfortunately, this does not mean that students find them easy to solve, even when a teacher provides model answers to problems which differ only marginally (in the teacher's eyes) from those put before the students. The central difficulty with such courses is that they do not embody instructional principles that reflect students' need for "direction" in problem solving. In this article, we describe how the necessary heuristics and strategic knowledge were built into the remake of a conventional thermodynamics course. In contrast to mainstream American work on learning problem solving we chose to direct our curriculum reconstruction using the Gal'perin theory of stage-by-stage formation of mental actions and Landa's description of the "through" systematization of knowledge. As indicated by both, we first developed an integrated system of instructional objectives: a programme of actions and methods (PAM) to solve problems in thermodynamics. Then the plan of instruction was designed. This plan indicates which instructional procedures and materials should be used to realize the instructional functions, derived from the learning theory. The evaluation design contained two control and three experimental courses. In discussing our main findings, we consider the generalizability of the procedures we followed in constructing the PAM and the instructional plan.

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Section: Principles Of Instructional Learningmentioning

confidence: 99%

Section: Actionsmentioning

confidence: 99%

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Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

1981

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“…Secondly, the students have to have algorithmic as well as propositional knowledge at their disposal. Talyzina (1973) phrases this as follows:…”

Section: Teaching-learning Strategymentioning

confidence: 99%

“…To what extent can these needs for thinking tools be taken into account during instruction, or in what way can a suitable systematization (in Landa's terms) take place? Talyzina (1973) presumes that in order to accomplish this, students have to be faced with problems.…”

Section: Naturallymentioning

confidence: 99%

Problem-based (group) teaching: a cognitive science approach to using available knowledge

Willems¹

1981

Instr Sci

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An importantobjective in education generally, and tertiary education in particular, is the imparting of the ability to use acquired knowledge when solving problems. Both within tertiary education itself and in society, however, the complaint is frequently heard that it is precisely in this respect that the training of students is deficient.An alternative to conventional methods of teaching how to apply knowledge is to use explicitly problem-based teaching. Using a theoretical perspective derived from both an action-oriented and an information-processing perspective, it is shown that the problembased approach has more potential.Maximizing this potential requires cognizance of the various types of problem-based approach, whose variants depend on the problem, the extent of pre-structuring and the roles assigned to individuals in a group. Also important is the systemic position of problem-based teaching in a curriculum.

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Ein methodisch-didaktisches Konzept fuer Simulationsprogramme im RGU

Peschke¹,

Wrightson²

1974

Lecture Notes in Computer Science

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Psychological bases of programmed instruction

Cited by 19 publications

References 1 publication

Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

Problem-based (group) teaching: a cognitive science approach to using available knowledge

Ein methodisch-didaktisches Konzept fuer Simulationsprogramme im RGU

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