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First Principles of Instruction, created by M. David Merrill,〔http://www.mdavidmerrill.com/〕 Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories.〔Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. ((Click for copy from Dr. Merrill's personal website) ) 〕 First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles.〔Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base ((link to book site) )〕 These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains. ==The Principles== First Principles of Instruction are described as a set of interrelated principles which, when properly applied in an instructional product or setting, will increase student learning. These principles include the following:〔Merrill, M. D. (2009). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models: Building a Common Knowledge Base (Vol. III). New York: Routledge Publishers. ((Click for copy) )〕〔Merrill, M. D. (2007). First principles of instruction: a synthesis. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, 2nd Edition (Vol. 2, pp. 62-71). Upper Saddle River, NJ: Merrill/Prentice Hall. ((Click for copy) )〕 * Task/Problem-Centered - Students learn more when the instruction is centered on relevant real-world tasks or problems, including a series of tasks or problems that progress from simple to complex. * Activation - Students learn more when they are directed to recall prior knowledge, to recall a structure for organizing that knowledge, or are given a structure for organizing new knowledge. This activation can also include a foundational learning experience upon which new learning can be based. * Demonstration - Students learn more when new knowledge is demonstrated to them in the context of real-world tasks or problems. The knowledge that is demonstrated is both informational and skill-based. Demonstration is enhanced when it adheres to research-based principles of e-learning. * Application - Students learn more when they perform real-world tasks or solve real-world problems and receive feedback on and appropriate guidance during that application. * Integration - Students learn more when they are encouraged to integrate their new knowledge into their life through reflection, discussion, debate, and/or presentation of new knowledge. These principles can be used in a Task or Problem-Centered cycle of instruction beginning with Activation and continuing through Demonstration, Application, and Integration. First Principles of Instruction is similar to other task-centered instructional theories (e.g. Van Merriënboer’s Four Component Instructional Design Model 〔van Merriënboer, J. J. G., Clark, R. E., and de Croock, M. B. M. (2002a). Blueprints for complex learning: The 4C/ID-model. Educ. Technol., Res. Dev. 50(2): 39–64.〕) in that it uses a real-world problem or task as a vehicle for instruction. Students view demonstrations of real-world problem solving examples, are given opportunities to solve real-world problems and are given feedback on their application. Students are taught new knowledge and information within the context of the real-world task or problem, which provides a context in which the knowledge is obtained. First Principles is different than problem-based-learning, however, in that it provides more guidance and demonstration to students which is reduced as students gain expertise. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「First Principles of Instruction」の詳細全文を読む スポンサード リンク
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