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Structured Versus Constructed Instructional Strategies for Improving Concept Acquisition by Domain-Experienced and Domain-Novice Learners.

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Title: Structured Versus Constructed Instructional Strategies for Improving Concept Acquisition by Domain-Experienced and Domain-Novice Learners.
Language: English
Authors: Tennyson, Robert D., Bagley, Carole A.
Peer Reviewed: N
Page Count: 23
Publication Date: 1991
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Abstract Reasoning, Comparative Analysis, Concept Teaching, Higher Education, Knowledge Level, Prior Learning, Programing, Programing Languages, Teaching Methods, Undergraduate Students
Abstract: A study involving 120 undergraduate students attending the University of St. Thomas in St. Paul (Minnesota) was undertaken to test the interactive effect of instructional strategy (structured versus constructed) with learner's prior domain knowledge in concept acquisition. Previous instructional design research on concept learning has focused on structured strategies (i.e., expository and practice presentations) for initial learning of concepts. The assumption has been that learners had no prior domain knowledge of the concepts to be learned. The propose of this study was to extend that research by investigating the interaction of instructional strategies with students who have prior domain knowledge. Six abstract programming concepts from the domain of structured languages were selected as the content for the learning program. Results indicate that learners with no prior domain knowledge learned concepts better with a structured strategy than with a strategy that forced learners to construct the necessary conceptual knowledge. In contrast, learners with prior domain knowledge performed better when required to construct the knowledge than did learners who experienced the structured strategy. The importance of learner prior domain knowledge is discussed as it pertains to the selection of instructional strategies. Two tables are included. (TJH)
Entry Date: 1991
Accession Number: ED334263
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED334263
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PubType: Report
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  Label: Title
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  Data: Structured Versus Constructed Instructional Strategies for Improving Concept Acquisition by Domain-Experienced and Domain-Novice Learners.
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  Data: <searchLink fieldCode="AR" term="%22Tennyson%2C+Robert+D%2E%22">Tennyson, Robert D.</searchLink><br /><searchLink fieldCode="AR" term="%22Bagley%2C+Carole+A%2E%22">Bagley, Carole A.</searchLink>
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1991
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Teaching%22">Concept Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Programing%22">Programing</searchLink><br /><searchLink fieldCode="DE" term="%22Programing+Languages%22">Programing Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: A study involving 120 undergraduate students attending the University of St. Thomas in St. Paul (Minnesota) was undertaken to test the interactive effect of instructional strategy (structured versus constructed) with learner's prior domain knowledge in concept acquisition. Previous instructional design research on concept learning has focused on structured strategies (i.e., expository and practice presentations) for initial learning of concepts. The assumption has been that learners had no prior domain knowledge of the concepts to be learned. The propose of this study was to extend that research by investigating the interaction of instructional strategies with students who have prior domain knowledge. Six abstract programming concepts from the domain of structured languages were selected as the content for the learning program. Results indicate that learners with no prior domain knowledge learned concepts better with a structured strategy than with a strategy that forced learners to construct the necessary conceptual knowledge. In contrast, learners with prior domain knowledge performed better when required to construct the knowledge than did learners who experienced the structured strategy. The importance of learner prior domain knowledge is discussed as it pertains to the selection of instructional strategies. Two tables are included. (TJH)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1991
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  Data: ED334263
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Concept Teaching
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Programing
        Type: general
      – SubjectFull: Programing Languages
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
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      – TitleFull: Structured Versus Constructed Instructional Strategies for Improving Concept Acquisition by Domain-Experienced and Domain-Novice Learners.
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            NameFull: Tennyson, Robert D.
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            NameFull: Bagley, Carole A.
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              M: 04
              Type: published
              Y: 1991
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