Standards Driven Process in Education

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Table of Contents

Introduction
Cognitive Science Theory: Basic Principles
Cognitive Science Theory: Research and Findings
Cognitive Science Theory: Values and Limitation
Constructivism Theory: Basic Principles
Constructivism Theory: Research and Findings
Constructivism Theory: Values and Limitation
Growth and Change in Standards Based Education
References

Introduction

The changes in education witnessed in recent years have seen the emergence of standard based instruction in schools across America. This new trend has its roots in theories of cognitivism and constructivism which have redefined the process of learning.

The discussions presented in this paper will briefly highlight the basic principles of these theories, the research that has contributed to the development and the values and limitations of each theory in instruction design. In addition the some of the models and concepts used in each theory will be presented.

Cognitive Science Theory: Basic Principles

According to cognitive theorists the thought process plays an important role in learning and observed changes in behavior provide indicators to what is occurring in the learners mind. This approach also places importance on organization of problem solving and structuring activities to enable students to process information on a deeper level allowing for its reuse in different problems.

This theory includes concepts such as internal knowledge structure, information processing model that trace the process from stimuli to knowledge and several effects that affect learning (Koohang and Harman, 2007).Examples in teaching practice include computer programs such as Logo: Microworlds Pro and Plato math program.

Cognitive Science Theory: Research and Findings

The cognitive science theory can be traced to the work of the theories of perception as advanced by Plato and Aristotle and attempts to explain the nature of human knowledge. These concepts were later advanced by the French psychologist and philosopher, J. Piaget (Phillips and Soltis, 2007).

Piaget’s work was the basis for future developments by J. Bruner, who concluded that learning was a process of developing categories of information that can be reused in future (Koohang and Harman, 2007). This theory which built on the findings of behaviorism began to influence instructional design around the 70’s.

Some models built around this theory include Collins& Stevens inquiry teaching model, ARC’s model of motivation and component display model. In the inquiry teaching model relies on rational process of questions, answers and discussion between learners and instructors. The ARC’s model proposes four conditions to facilitate learning namely attention, relevance, confidence and satisfaction.

The method assumes learning to be a sequential process and satisfaction of the conditions keeps the learners interested. The component design model uses component design theory as the basis for lesson design.

Cognitive Science Theory: Values and Limitation

The goal of teaching learners to perform a task in a consistent manner is an effective approach to learning. The process once understood can be reused in other cases. The disadvantage is though the learner learns how to do a task the method may not be the best method for performing the task.

The same method may fail when reused in other areas (Mergel, 1989). In addition this theory has contributed significantly to standards based education. The evidence of this is seen in standardized tests such as K-12 that are widely in use across America today. A further contribution is the accountability required from institutions. The accountability practices require institutions to be accountable for performance.

Constructivism Theory: Basic Principles

Proponents of this theory argue that learners build their own reality or at least interpret information based on individual experiences. This would suggest that knowledge is based upon prior experience, mental structures and beliefs used to interpret events (Mergel, 1989).

It is possible to assume therefore that the learning process is achieved through exploration to build perception. In practice this would require real world case based learning environments, enable context and content dependent knowledge and support collaboration as opposed t competition.

Constructivism Theory: Research and Findings

Constructivism has its roots in philosophical and psychological theories advanced by Bruner, Ulrick, Neiser, Goodman, Kant, Kuhn, Dewey and Habermas. The most significant contributor was J. Piaget whose work was extended by von Glasserfield (Mergel, 1989). Some of the models used in constructivist instructional design include Action learning, Case based learning, CSILE’s and Goal based scenarios among others.

Action learning is a process that brings individuals together to solve problems and in the process it helps both individuals and the organizations. Case based learning requires learners to be presented with case studies to analyze and respond to and solve the problem.

CSILE’s is a type computer conference where learners build databases using individual to group rather than individual to individual interaction. This is a collective learning experience that requires learners to do goal setting, planning and problem solving.

Constructivism Theory: Values and Limitation

The main limitation of this theory is in instances where conformity is required the divergent thinking could be problematic. However, it is advantageous since learners are able to understand multiple perceptions they become more adept to real life scenarios. Improved problem solving skills can be applied in many areas of life.

In standards based education this theory has contributed to the development of curricula and in teacher training. The curriculum in use at present contains perceptive content such as case studies and research to utilize learner’s perception in learning.

Growth and Change in Standards Based Education

Standards based education has benefitted from the two theories and their implementation to instructional design and education. Evidence of this is presented in the new accountability standards in use in America. The learners and teachers are expected to be on the same page and institutions can now be held accountable for student performance.

The curriculum developed that take into consideration cognitive properties and perception aim at high and deeper levels of understanding. Classroom instruction can be put in line with assessment standards to ensure learners can meet the demands. An example of this is evident in lesson study practices. These lesson studies provide first hand experience on why standards based instruction is effective.

References

Finch, G. (1960). Education and Training Media. Washington: National Academy of Sciences- National Research Council.

Klein, S. B., & Mowrer, R. R. (1989). Contemporary Learning Theories: Instrumental Conditioning Theory and the Impact of Biological Constraints on Learning. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.

Koohang, A, & Harman, K. (2007). Learning Objects and Instructional design. California: Informing Science Press.

Mergel, B. (1989). Instructional Design and Learning Theory. Web.

Phillips, D. C., & Soltis, J. F. (2004). Perspectives on Learning. 4^th Ed. New York: Teachers College Press.

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