The Knowledge-Learning-Instruction (KLI) Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning
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چکیده
December 6, 2011. Word count: 19,185 Kenneth R. Koedinger, Human-Computer Interaction Institute and Department of Psychology; Albert T. Corbett, Human-Computer Interaction Institute; Charles Perfetti, Learning Research & Development Center and Department of Psychology Thanks to the National Science Foundation (award SBE-0836012) for supporting the Pittsburgh Science of Learning Center and to past and present center members who have all contributed to this work. We especially thank Kurt VanLehn, David Klahr, Ido Roll, and Vincent Aleven for detailed comments on drafts of this paper.
منابع مشابه
The Knowledge-Learning-Instruction (KLI) Framework: Toward Bridging the Science-Practice Chasm to Enhance Robust Student Learning
Executive Summary The volume of research on learning and instruction is enormous. Yet progress in improving educational outcomes has been slow at best. Many learning science results have not been translated into general practice and it appears that most that have been fielded have not yielded significant results in randomized control trials. Addressing the chasm between learning science and edu...
متن کاملThe Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning
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...
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تاریخ انتشار 2010