Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective
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DOI：
10.1002/piq.21143
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发表时间：
2013-01-01
影响因子：
1.4
通讯作者：
Newby, Timothy J.
中科院分区：
文献类型：
--
作者：
Ertmer, Peggy A.;Newby, Timothy J.
我们定义学习的方式以及我们对学习发生方式的看法，对于我们希望促进人们所知和/或所做的改变的情况具有重要意义。学习理论为教学设计者提供了经过验证的教学策略和技术，以促进学习，以及智能策略选择的基础。然而，许多设计师是在有限的理论背景的约束下运作的。本文试图让设计师熟悉三种相关的学习立场（行为、认知和建构主义），为规划和开展教学设计活动提供结构化的基础。每一个学习的角度进行了讨论，在其特定的解释学习过程和由此产生的影响，教学设计师和教育从业者。这里提供的信息为读者提供了这三种不同观点的比较，并说明了这些差异如何在教学情况下转化为实际应用。
The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations.