Optimization of teaching and learning of concepts

摘要

The aim of the presented study was a contribution of the optimization of the instruction of concepts. The orientation according to theories of cognitive psychology permitted a common reference and notation system for variables of teaching and learning taken into consideration. The research strategy was: Development of instruments—ex-post-analysis of real instruction—field experiment. Both instruments developed first (test and instruction analysis system related to the subject matter) consisted of content as well as operative components. Instruction in classrooms and related learning outcomes were analyzed and correspondences identified. In the field experiment, instruction variables previously realized in an optimal manner, were used as constants. In respect to six instruction variables previously realized in a suboptimal manner, theoretically founded optimization alternatives were postulated. Experimentally tested was the combination of six suboptimal categories of the variables contrasted with increasingly more optimization alternatives. The experimental conditions were realized by video directed instruction in classrooms and by realistic “live” instruction as control condition. The main results were: Already the combination of the suboptimal categories of the six variables leads to a systematic increase of the level of performance. Each of the six optimization levels could be considered as equal in effect. Finally, the “live” instruction was most effective. Out of these results a set of prescriptions for planning and controlling concept teaching was derived. In a current study these prescriptions were applied to a computer-based instructional system with an authoring component, an error diagnosis component, and an adaptive remediation component. Thereby the hypermedia technology is to allow a far reaching autonomous organization of learning.