Abstract
In this chapter, the design of technology-based teaching and learning environments is considered to be primarily a didactic task. In its original sense of the classical theory of Bildung (Klafki 1963), the concept of didactics includes both the question of what to teach — selecting, analyzing, and modelling the curricular content — and how to teach — that is, specifying the pattern of method and media interactions, including a psycho-pedagogical view of the learner and the learning processes.
Cognitive instructional analysis of subject matter ought to be the foundation of any pedagogical design. Insufficient attention to a sound cognitive-didactic decomposition of the curricular task at hand can ruin costly and well-meant instructional efforts.
The work in this paper was supported by a grant from the Swiss National Science Foundation (Contract 10-2052.86). I am grateful to the members of my research group (Xander Kämpfer, Fritz C. Staub, Rita Stebler, Ruedi Stüssi) in which many of the ideas in this paper were shaped. I am also grateful to Eileen Kintsch for her comments on a draft of this paper.
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Reusser, K. (1994). Tutoring Mathematical Text Problems: From Cognitive Task Analysis to Didactic Tools. In: Vosniadou, S., De Corte, E., Mandl, H. (eds) Technology-Based Learning Environments. NATO ASI Series, vol 137. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-79149-9_23
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