A Classification of Constructivist Instructional Design Models based on Learning and Teaching Approaches

پژوهش های روان شناسی بالینی و مشاوره

Article 1, Volume 09, Issue 2, November 2008

Document Type: پژوهشی

DOI: 10.22067/ijap.v9i2.6827

Author

Hashem Fardanesh^*

Abstract

In a conceptual-analytical study using a deductive classificatory content analysis method ten constructivist instructional design models were selected, and learning/teaching approaches within each model were appraised. Using the original writings of the originators of each design model, the learning and teaching approaches employed or permitted to be used it each model were classified as: (1) individual; (2) group; and (3) dual-purpose approaches. A six category classification of constructive instructional design models was achieved. Findings show that none of the models have both dual-purpose teaching/learning approaches, and in teaching and learning approaches, most of the models fall in the "individual" category, and only few models fall in the "group" category with regard to teaching and learning approaches.
Key terms: instructional design models, constructivist models, learning approaches, teaching approaches