Linking cognitive learning theory to instructional prescriptions

Robert D. Tennyson, Mariana Rasch

Research output: Contribution to journalArticlepeer-review

47 Scopus citations

Abstract

This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning and thinking as well as knowledge acquisition. Integrating current methods of instructional strategies provides the framework for bridging the gap between cognitive learning theory and instructional design.

Original languageEnglish (US)
Pages (from-to)369-385
Number of pages17
JournalInstructional Science
Volume17
Issue number4
DOIs
StatePublished - Dec 1 1988

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