Chapter 7: First Principles of Instruction: A Synthesis

Goal: To Introduce the First Principles of Instruction common to all theories and models based on different foundations, assumptions, and approaches.

The 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

These principles are interrelated and effective instruction (problem centered) would involve activation of prior knowledge, demonstration of new knowledge to be learnt, application of learnt knowledge and integration of the new knowledge in the real world activities.

The author supports his principles by prescribing published research studies.

Readings

Merrill, M. D. (2002). First Principles of Instruction. Educational Technology Research and Development, 50(3), 43-59

Merrill, M. D. (2002). A pebble-in the-pond model for instructional design. Performance Improvement, 41(7), 39-44

Clark, R. C., & Mayer R. E. (2003). E-learning and the science of instruction. San Francisco: Jossey Bass/Pfeiffer

Van Merrienboer, Jeroen J. G. (1997). Training comples cognitive skills: A four-component instructional design model for technical training. . Englewood Cliffs, NJ: Educational Technology Publications.