Table Of ContentINSTRUCTIONAL-DESIGN THEORIES
AND MODELS
Volume II
A New Paradigm
of Instructional Theory
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INSTRUCTIONAL-DESIGN THEORIES
AND MODELS
Volume II
A New Paradigm
of Instructional Theory
Edited by
Charles M. Reigeluth
Indiana University
O Routledge
S^^ Taylor & Francis Group
NEW YORK AND LONDON
Copyright © 1999 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in any form, by
photostat, microfilm, retrieval system, or any other means, without prior
written permission of the publisher.
First published by Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, NJ 07430
Reprinted 2009 by
Routledge
711 Third Avenue
New York, NY 10017
2 Park Square
Milton Park
Abingdon
Oxon Oxl4 4RN
Library of Congress Cataloging-in-Publication Data
Main entry under title:
Instructional-design theories and models.
Bibliography: p.
Includes index.
ISBN 978-0-8058-2859-7
/ dedicate this book to my loving wife, Maitena,
who has understandingly endured the countless days
that this book has stolen from our relationship,
I further dedicate this book to our three children,
Jennifer, Mikel, and Kevin, with the hope that
it will in some small way help to improve
learning for them and their children.
—C.M.R.
Contents
UNIT 1 1
ABOUT INSTRUCTIONAL-DESIGN THEORY
1. What Is Instructional-Design Theory and How Is It 5
Changing?
Charles M. Reigeluth
2. Some Thoughts About Theories, Perfection, and 31
Instruction
Glenn E. Snelbecker
UNIT 2 49
FOSTERING COGNITIVE DEVELOPMENT
3. Cognitive Education and the Cognitive Domain 57
Charles M. Reigeluth & Julie Moore
4. Multiple Approaches to Understanding 69
Howard Gardner
5. Teaching and Learning for Understanding 91
David N. Perkins & Chris Unger
6. Open Learning Environments: Foundations, Methods, 115
and Models
Michael Hannafin, Susan Land, & Kevin Oliver
v
CONTENTS
Designing Instruction for Constructivist Learning 141
Richard H. Mayer
Learning by Doing 161
Roger C. Schank, Tamara R. Berman,
& KimberliA. Macpherson
Toward the Development of Flexibly Adaptive 183
Instructional Designs
Daniel Schwartz, Xiaodong Lin, Sean Brophy,
& John D. Bransford
Designing Constructivist Learning Environments 275
David Jonassen
Collaborative Problem Solving 241
Laurie Miller Nelson
Learning Communities in Classrooms: 269
A Reconceptualization of Educational Practice
Katerine Bielaczyc & Allan Collins
A Design Theory for Classroom Instruction 293
in Self-Regulated Learning?
Lyn Corno & Judi Randi
Systematically Using Powerful Learning Environments 379
to Accelerate the Learning of Disadvantaged Students
in Grades 4-8
Stanley Pogrow
Landamatics Instructional-Design Theory for Teaching 341
General Methods of Thinking
Lev N. Landa
Integrated Thematic Instruction: From Brain Research 377
to Application
Susan Jafferies Kovalik with Jane Rasp McGeehan
CONTENTS vii
17. Instructional Transaction Theory (ITT): Instructional 397
Design Based on Knowledge Objects
M. David Merrill
18. The Elaboration Theory: Guidance for Scope and 425
Sequence Decisions
Charles M. Reigeluth
UNIT 3 455
FOSTERING PSYCHOMOTOR DEVELOPMENT
19. The Development of Physical Skills: Instruction in the 457
Psychomotor Domain
Alexander Romiszowski
UNIT 4 483
FOSTERING AFFECTIVE DEVELOPMENT
20. Affective Education and the Affective Domain: 485
Implications for Instructional-Design Theories and Models
Barbara L Martin & Charles M. Reigeluth
21. Recapturing Education's Full Mission: Educating for 511
Social, Ethical, and Intellectual Development
Catherine Lewis, Marilyn Watson, & Eric Schaps
22. Self-Science: Emotional Intelligence for Children 537
Karen Stone-McCown & Ann Hathaway McCormick
23. Structured Design for Attitudinal Instruction 563
Thomas F. Kamradt & Elizabeth J. Kamradt
24. Character Education: The Cultivation of Virtue 591
Thomas Lickona
25. Adolescent Spiritual Development: Stages and Strategies 613
Joseph Moore
CONTENTS
UNITS 631
REFLECTIONS AND FUTURE RESEARCH
Formative Research: A Methodology for Creating 633
and Improving Design Theories
Charles M. Reigeluth & Theodore W. Frick
Current Progress, Historical Perspective, and Some 653
Tasks for the Future of Instructional Theory
Glenn E. Snelbecker
Postscript 675
Author Index 677
Subject Index 687
Preface
How to help people learn better. That is what instructional theory is all about. It de
scribes a variety of methods of instruction (different ways of facilitating human
learning and development), and when to use—and not use—each of those methods.
Volume I of Instructional-Design Theories and Models provided a "snapshot in
time" of the status of instructional theory in the early 1980's. But the nature of in
structional theory has changed dramatically since then, partly in response to differ
ent needs in educational and training environments, partly in response to advances
in knowledge about the human brain and learning theory, partly due to a change in
educational philosophies and beliefs, and partly in response to advances in infor
mation technologies, which have made new methods of instruction both possible
and necessary—necessary to take advantage of the new instructional capabilities
offered by the technologies. These changes are so dramatic that many argue they
constitute a new paradigm of instruction, which requires a new paradigm of instruc
tional theory.
In short, there is a need for a Volume II of Instructional-Design Theories and
Models, to provide a concise summary of a broad sampling of the new methods of
instruction currently under development, but also to help show the interrelation
ships among these diverse theories and to highlight current issues and trends in in
structional design. To attain this broad sampling of methods and theories, and to
make this book more useful for practitioners as well as graduate students interested
in education and training, this volume contains twice as many chapters, but each
half as long, as the ones in Volume I, and the descriptions are generally less techni
cal than in Volume I.
Because this volume contains a lot of theories to understand and compare, I have
tried to make this task easier for the reader by preparing a rather unconventional kind
of chapter foreword that summarizes the major elements of each instructional-design
theory. Hopefully, these forewords will be as useful for reviewing and comparing the
ories after you have read them, as they will for previewing a theory to decide whether
or not it interests you and developing a general schema that will make it easier to un
derstand. Furthermore, the editor's notes, which are also rather unconventional for an
edited volume, will hopefully help you in this task of understanding and comparing
the theories. Finally, Units 2 and 4 both have introductory chapters that are intended
to help you analyze and understand the theories in those units.
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