A Framework for the Study of Instruction in Mathematics. Science, Technology, and Instruction [electronic resource] : A Rationale for an Instructional Research and Development Strategy / Ralph T. Heimer and John J. Lottes.
Scientific Method rather than trial and error methods should be used to search for instructional algorithms. The Scientific Method is discussed with implications for this purpose. Suggested is the inclusion of theoretical and technological foundations in formulating instructional theory. Conditions...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1971.
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| Subjects: |
MARC
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| 100 | 1 | |a Heimer, Ralph T. | |
| 245 | 1 | 2 | |a A Framework for the Study of Instruction in Mathematics. Science, Technology, and Instruction |h [electronic resource] : |b A Rationale for an Instructional Research and Development Strategy / |c Ralph T. Heimer and John J. Lottes. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1971. | ||
| 300 | |a 44 p. | ||
| 500 | |a ERIC Document Number: ED049932. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (February 4-7, 1971, New York City, N.Y.). |5 ericd. | ||
| 520 | |a Scientific Method rather than trial and error methods should be used to search for instructional algorithms. The Scientific Method is discussed with implications for this purpose. Suggested is the inclusion of theoretical and technological foundations in formulating instructional theory. Conditions needed for adequate instructional research are: satisfying the essential conditions of scientific theory and use comprehensive strategies. Conditions necessary for an adequate instructional system presented are: (1) if instructional problems overlap, construct useful sets of generalizations for solving classes of instructional problems, (2) represent the instructional system as a theory, (3) the system must be capable of replication. An illustration encompassing the research methodology presented is included. Presentation of equivalent fractions through the mode of graphics is discussed. A symbolic language was developed and examples of statements utilizing this language are presented. Using a Gagne' type learning hierarchy, an instructional sequence was designed (although not reported) to achieve selected instructional objectives (also not reported). (JG) | ||
| 650 | 1 | 7 | |a Curriculum Design. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Research. |2 ericd. |
| 650 | 0 | 7 | |a Learning Theories. |2 ericd. |
| 650 | 0 | 7 | |a Mathematical Concepts. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Research. |2 ericd. |
| 650 | 1 | 7 | |a Research Methodology. |2 ericd. |
| 650 | 1 | 7 | |a Scientific Methodology. |2 ericd. |
| 700 | 1 | |a Lottes, John J. | |
| 710 | 2 | |a State University of New York College, Geneseo. | |
| 710 | 2 | |a Pennsylvania State University. | |
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