The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning

Cognitive Science 36 (5):757-798 (2012)
Abstract
Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices
Keywords Education  Experimentation  Instructional principles  Learning principles  Cognitive task analysis  Cognitive modeling  Knowledge representation
Categories (categorize this paper)
Options
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index
 
Download options
PhilPapers Archive


Upload a copy of this paper     Check publisher's policy on self-archival     Papers currently archived: 10,374
External links
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library
References found in this work BETA

View all 23 references

Citations of this work BETA

No citations found.

Similar books and articles
Effie Maclellan (2005). Conceptual Learning: The Priority for Higher Education. British Journal of Educational Studies 53 (2):129 - 147.
Kevin Kelly (2004). Learning Theory and Epistemology. In. In Ilkka Niiniluoto, Matti Sintonen & Jan Wolenski (eds.), Handbook of Epistemology. Dordrecht: Kluwer Academic Pub. 183--203.
Analytics

Monthly downloads

Added to index

2012-04-10

Total downloads

10 ( #142,220 of 1,096,870 )

Recent downloads (6 months)

8 ( #25,006 of 1,096,870 )

How can I increase my downloads?

My notes
Sign in to use this feature


Discussion
Start a new thread
Order:
There  are no threads in this forum
Nothing in this forum yet.