Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains
Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains
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认知灵活性、建构主义和超文本：结构不良领域中高级知识获取的随机访问指令
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发表时间：
2012
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通讯作者：
R. L. Coulson
中科院分区：
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作者：
R. Spiro;P. Feltovich;M. Jacobson;R. L. Coulson
简介：学习和教学设计的复杂背景是本文的主要论点，即许多教学系统的失败是有一个共同的基础。教学设计中的偏见和假设代表教学领域及其相关的绩效以不切实际的简化和结构良好的方式要求，我们提供了一种建构主义的学习和教学理论任何有效的教学方法都必须考虑几个高度交织的主题，例如：一种学习理论，根据对这些主题之间的相互关系的考虑，解决了已知的学习失败模式，我们为开发教学超文本系统开发了一组主要建议，以促进对困难主题的成功学习Coulson，Feltovich和Anderson，1988年； Spiro和Jehng 1990）。
Introduction: The Complex Context of Learning and The Design of Instruction A central argument of this paper is that there is a common basis for the failure of many instructional systems. The claim is that these deficiencies in the outcomes of learning, are strongly influenced by underlying biases and assumptions in the design of instruction which represent the instructional domain and its associated performance demands in an unrealistically simplified and well-structured manner. We offer a constructivist theory of learning and instruction that emphasizes the real world complexity and ill-structuredness of many knowledge domains. Any effective approach to instruction must simultaneously consider several highly intertwined topics, such as: • the constructive nature of understanding; • the complex and ill-structured features of many, if not most, knowledge domains; • patterns of learning failure; • a theory of learning that addresses known patterns of learning failure. Based on a consideration of the interrelationships between these topics, we have developed a set of principal recommendations for the development of instructional hypertext systems to promote successful learning of difficult subject matter (see Spiro, Coulson, Feltovich, and Anderson, 1988; Spiro and Jehng 1990). This systematic, theory-based approach avoids the ad hoc character of many recent hypertext-based instructional programs, which have too often been driven by intuition and the power of the technology