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Summary Merril, First principles of instruction (2002)
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Dit artikel gaat in op de didactiek bij een lesontwerp, waarbij er vijf principes centraal staan.
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Merril, First principles of instructionMerrill, M. D. (2002). First principles of instruction. Educational Technology Research and
Development, 50(3), 43-59.
Five first principles:
Learning is promoted when learners are engaged in solving real-world problems
Learning is promoted when existing knowledge is activated as a foundation for new
knowledge
Learning is promoted when new knowledge is demonstrated to the learner
Learning is promoted when new knowledge is applied by the learner
Learning is promoted when new knowledge is integrated into the learner’s world
Different terms and theories, but shared principles
In this article: identify and articulate the prescriptive design principles on which various design
theories and models are in essential agreement.
Two kinds of instructional methods (Reigeluth):
Basic methods (first principles of instruction) --> relationship that is always true under
appropriate conditions
Variable methods (programs and practices)
o Practice = specific instructional activity
o Program = approach consisting of a set of prescribed practices
Instructional phases
First principles of instruction
(1) Problem-centered:
Corollary-show task
Corollary-task level
Corollary-problem progression
(2) Activation phase
Corollary-previous experience
Corollary-new experience
Corollary-structure
(3) Demonstration phase
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