The purpose of the study was to explore a learning behavioral model of project-based learning (PBL) for senior high school students in the context of STEM (science, technology, engineering, and mathematics). Using "audio speakers" as the project theme, a series of tasks were designed to be solved using STEM knowledge via an online…

Discusses the limitations of existing instructional design models, including Gagne's, and describes a new, more complete model meant to improve upon those now in use. Twenty-four references are appended. (LLS)

The theoretical framework for investigating human planning behavior and the procedures, results, and implications of two experiments involving planning in the domain of software design are presented in this report. A plan is defined as a hierarchical structure that underlies the solution to a problem; planning is the process of constructing this…

Presents a systems model for developing instruction in the affective domain and offers a checklist for instructional design. Topics discussed include conducting a needs assessment; behavioral objectives; sequencing affective objectives; the relationship between affective and cognitive behaviors; selecting instructional procedures; and designing…

Analysis of the process of educational television evaluation focuses on the Programme Evaluation Analysis Computer (PEAC) system. Highlights include affects of evaluation on learning; internal and external validity; variables in the evaluation model; formative evaluation; cognitive and affective objectives; and differences between general…

Two instruments and instructional activities were pilot tested to determine if they could be used in a later evaluation study of a Domain of Cognition model, developed by Robert J. Stahl as an alternative to Bloom's Taxonomy. The model, intended to help educators more effectively plan for, implement, monitor, and evaluate instruction, was proposed…

The Domain of Cognition is a taxonomy for planning, sequencing, and implementing instruction, which covers the entire range of cognitive and cognitive-affective learning and behavior. Students acquire, learn, and use information on eight hierarchically and sequentially arranged levels of complexity. The levels and their corresponding abilities…

Proposes a diagrammatic model connecting the cognitive and affective domains of educational objectives, abandoning Krathwohl's hierarchy of affective objectives for one based solely on arousal of interest as a positive dimension. A negative dimension for the hierarchy is also suggested and research evidence supporting the model is given.…

This model, developed to establish standards for effective detention home education, is based on results of a questionnaire sent to staff members of 45 youth homes in Illinois, Indiana, Iowa, Michigan and Wisconsin. The model covers seven aspects of youth home education: (1) purpose, (2) target persons, (3) personnel, (4) program, (5) procedures,…

Discussion of personalized instruction focuses on reading education and presents a systems model for teachers called a Teacher System for Personalized Instruction (TSPI). Topics discussed include diagnosing the needs of the learner; self-paced learning; motivation; achievement; mastery learning; evaluation plan; and cognitive, affective,…

This paper contends that efforts at educational reform must focus, above all, on the instructional encounter between teachers and students. The argument is presented in triadic sequence: three basic assumptions about learning, three interrelated models of the instructional process, and three practical approaches to promoting cognitive achievement.…

This paper describes and evaluates a citizenship education project for elementary and secondary schools. The specific purpose of the project was to develop and test a model to improve political knowledge and attitudes of students by systematically infusing political/citizenship education into existing elementary and secondary social studies…

The educational model presented in this document synthesizes behavioral and developmental orientations in order to address certain school problems of low-income children. These problems include poor reading, math, and language arts skills; insufficient problem solving skills; and inadequate parent involvement and influence in children's formal…

A conceptual model is presented for the development of thinking skills by using an instructional model employing high level cognitive demands. "Distancing" is proposed as the concept to denote behaviors or events that separate the child cognitively from the immediate behavioral environment. Forms and functions of distancing behavior are…

A model of conceptual learning and development that provides a framework for studying the course of cognitive development throughout the school years and also studying the learning concepts across short time intervals is discussed in this paper. The theory includes five main propositions. First, children learn four successively higher levels of…