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Direct linkJonassen, David H. – Educational Technology Research and Development, 2006
The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation,…
Descriptors: Instructional Design, Concept Formation, Concept Mapping, Evaluation Methods
