Toward the Practice of theory-based Instruction

<p>This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers representing the three theoretical positions which guide the study of cognition -- socio- cultural information processing and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.</p>