International Journal of Technology and Design Education 7: 161-180, 1997. 1997

Instructional Principles and Strategies
for Enhancing Cognitive Learning


176 SCOTT D. JOHNSON

LEARNING TECHNOLOGICAL CONCEPTS

177


“micro-apprenticeships,” one-to-one tutoring, and authentic project-centred problems.
Is instructional practice in technology education determined through an understanding of contemporary learning theory and research or is it based primarily on common sense and tradition? Even though many of the desired instructional characteristics discussed in this chapter are evident in tech­nology education, the reasons for their existence are not clear. The field has been criticized for placing too much emphasis on developing basic tech­nical skills and competencies rather than the higher level cognitive skills. It seems as though the field is using cognitive-oriented instructional prac­tices to achieve motor skill development and the learning of work procedures, goals that can be addressed through behavioural learning theories. This has resulted in instruction that is delivered through lectures and demonstrations, emphasizes memorizing information, teaches large skill sets as small discrete tasks, and encourages practice of technical skills until they can be performed accurately. Because the courses are taught in laboratories or “shops” and students are actively using tools and equip­ment to complete projects, one might hope that the development of intellectual skills would be an integral focus in the courses. While those skills are enhanced through technical instruction, it occurs because of the richness of the learning environment and not because those skills are explic­itly emphasized in the course. In essence, the intellectual skills that are developed through technology education are a byproduct of the learning environment and not a result of an explicit and conscious effort by the curriculum designers and instructors.
If intellectual skill development is to become a larger focus of the tech­nology curriculum, a better understanding of social-constructionist theories of learning are needed. This does not imply that the behavioural theories of learning be tossed aside in favour of the more contemporary social- constructionist theories. Instructional designers and technology instructors need to match their desired learning goals and instructional methods to the appropriate learning theories.
Royer (1986) provides a taxonomy of educational goals that helps clarify which learning theories are appropriate for the different types of learning that occur in technology education. Those learning goals include memorization of important information, development of motor skills, under­standing concepts and relationships, and enhancement of intellectual skills such as problem solving and decision making. Designing instruction around the behavioral learning theories is appropriate when the learning goal is to help students remember important information or to develop their skill in using and operating tools and equipment. These types of goals are preva­lent in technology education and the behavioral approaches have served the field well. However, because of the changing nature of the workplace and society, there is an increased need to emphasize learning goals that involve the development of understanding and the improvement of intel­lectual skills. These types of goals require that instruction be designed

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around the social-constructivist learning theories. This will result in the design of stimulating learning environments in which flexible, highly active, group and project-oriented methods are used. The four elements of informal learning and the instructional principles and strategies shown in Figure 2 provide a starting point for selecting appropriate instructional methods that enhance understanding and the development of intellectual skills.


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