Model of Educational Reconstruction
A key feature of the Educational Reconstruction approach is that in planning instruction – by teachers or curriculum developers – the science content to be learned and students’ cognitive and affective variables, including their learning processes, should be given equal attention. In addition, the science content is not viewed as “given” but has to undergo certain reconstruction processes. The science content structure (e.g., for the concept of evolution) has to be transformed into a content structure for instruction. The two structures are fundamentally different. The first step in this reconstruction, called “elementarization” (in German, Elementarisierung), is to identify the elementary ideas that relate to the aims of instruction, taking into account student perspectives (e.g., their pre-instructional conceptions). Then the content structure for instruction has to be developed. Finally, teaching and learning settings have to be designed. The tendency of many approaches aiming at...
KeywordsInstructional Design Science Content Learn Sequence Content Structure Developmental Research
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