Teach knowledge with explicit hierarchical multi-level structure and active student processing of the organization¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that instructional efforts pay more attention to the organization, not just the content, of knowledge to be taught. It suggests teaching usefully organized knowledge through "suitably structured teaching materials(e.g., containing explicitindica-tions of hierarchical multi-levelorganization, explicit connections between levels of description,systematic order of traversal of the hierarchy)" and through carefully designed teaching methods using active student processing for incorporating organizational aspects, such as the chart-marking and organization tasks used in the experiments.

Design Implications¶

Context¶

Requirements¶

• Acquisition tasks must actively engage students in processing the organizational aspects, since weak summary-writing tasks were less effective

Constraints¶

• The experiments did not seek to determine optimally efficient procedures for promoting acquisition of given forms of internal knowledge organization

Target Learners¶

• college physics students
• senior high school physics students

Target Learning Goals¶

• acquiring a specified hierarchical internal knowledge organization
• improved recall and problem-solving performance

Affordances¶

• Hierarchical Task Adapted Knowledge Organization Model

Related Strategies¶

Examples¶

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Key Sources¶

• Eylon, Bat-Sheva; Reif, F. (1979). Effects of Internal Knowledge Organization on Task Performance. https://eric.ed.gov/?id=ED171804