| |
| |
| Preface | |
| |
| |
| |
| About Instructional-Design Theory | |
| |
| |
| |
| What is Instructional-Design Theory and How is It Changing? | |
| |
| |
| References | |
| |
| |
| |
| Some Thoughts About Theories, Perfection, and Instruction | |
| |
| |
| References | |
| |
| |
| Unit 2: Fostering Cognitive Development | |
| |
| |
| |
| Cognitive Education and the Cognitive Domain | |
| |
| |
| References | |
| |
| |
| |
| Multiple Approaches to Understanding � | |
| |
| |
| |
| Teaching and Learning for Understanding | |
| |
| |
| References | |
| |
| |
| |
| Open Learning Environments: Foundations, Methods, and Models | |
| |
| |
| References | |
| |
| |
| |
| Designing Instruction for Constructivist Learning | |
| |
| |
| References | |
| |
| |
| |
| Learning by Doing | |
| |
| |
| |
| Toward the Development of Flexibly Adaptive Instructional Designs | |
| |
| |
| References | |
| |
| |
| |
| Designing Constructivist Learning Environments 1 | |
| |
| |
| References | |
| |
| |
| |
| Collaborative Problem Solving | |
| |
| |
| References | |
| |
| |
| |
| Learning Communities in Classrooms: a Reconceptualization of Educational Practice | |
| |
| |
| References | |
| |
| |
| |
| A Design Theory for Classroom Instruction in Self-Regulated Learning? | |
| |
| |
| References | |
| |
| |
| |
| Systematically Using Powerful Learning Environments to Accelerate the Learning of Disadvantaged Students in Grades 4-8 | |
| |
| |
| |
| Landamatics Instructional Design Theory and Methodology for Teaching General Methods of Thinking | |
| |
| |
| |
| Integrated Thematic Instruction: from Brain Research to Application | |
| |
| |
| |
| Instructional Transaction Theory (Itt): Instructional Design Based on Knowledge Objects | |
| |
| |
| |
| The Elaboration Theory: Guidance for Scope and Sequence Decisions | |
| |
| |
| |
| Fostering Psychomotor Development | |
| |
| |
| |
| The Development of Physical Skills: Instruction in the Psychomotor Domain | |
| |
| |
| |
| Fostering Affective Development | |
| |
| |
| |
| Affective Education and the Affective Domain: Implications for Instructional-Design Theories and Models | |
| |
| |
| |
| Recapturing Education's Full Mission: Educating for Social, Ethical, and Intellectual Development | |
| |
| |
| |
| Self-Science: Emotional Intelligence for Children | |
| |
| |
| |
| Structured Design for Attitudinal Instruction | |
| |
| |
| |
| Character Education: the Cultivation of Virtue | |
| |
| |
| |
| Adolescent Spiritual Development: Stages and Strategies | |
| |
| |
| |
| Reflections and Future Research | |
| |
| |
| |
| Formative Research: a Methodology for Creating and Improving Design Theories | |
| |
| |
| References | |
| |
| |
| |
| Current Progress, Historical Perspective, and Some Tasks for the Future of Instructional Theory | |
| |
| |
| References | |
| |
| |
| Postscript | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |