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Education research. Instructional complexity and the science to constrain it.

journal contribution
posted on 22.11.2013, 00:00 by Kenneth R Koedinger, Julie L. Booth, David Klahr

Science and technology have had enormous impact on many areas of human endeavor but surprisingly little effect on education. Many large-scale field trials of science-based innovations in education have yielded scant evidence of improvement in student learning (1, 2), although a few have reliable positive outcomes (3, 4). Education involves many important issues, such as cultural questions of values, but we focus on instructional decision-making in the context of determined instructional goals and suggests ways to manage instructional complexity.




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