Learning and schema theory

Of the many foci of psychological learning studies, two have particular relevance for schema development the acquisition of cognitive skills and the development of pattern recognition. 

Considerable attention has been paid to how individuals develop cognitive skills, most often in real settings requiring complex knowledge. The skills that are studied are often procedures used in technical fields, particularly in science and mathematics. One thinks here of the impressive work done by cognitive researchers such as John Anderson (1982) and Kurt VanLehn (1990). 

As individuals acquire skills, they develop rules that govern these skills. Recall the learning hierarchy described in chapter 4, and consider that the acquisition of the hierarchy corresponds roughly to the formation of the appropriate sets of rules for carry- 

A second line of study having to do with the nature of information to be learned focuses on pattern recognition and classification. An example is the investigation of how individuals recognize the letters of the alphabet or recognize words. 

Studies involving pattern recognition, like studies of skill acquisition, also depend heavily on computer models, but the models are of a different type. The models of skill acquisition are generally composed of a set of rules that operate one by one as needed. They are often referred to as production systems or production models. 

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Adopting schema theory as the basis of instruction almost certainly necessitates a complete restructuring of the curriculum. It also raises questions about the nature of learning. In this part and the next, I address these two issues. 

A key aspect of schema theory, insofar as instruction is concerned, is that schemas organize knowledge stored in memory. Thus, they provide the necessary scaffolding for a domain, and, as such, they will serve as supports for future instruction and learning. It is useful to consider a simplified overview of instruction to see how this works. Essentially, in an instructional situation, stu-... 

An objective of this chapter, and indeed of much of this book, is to illustrate the importance of linking instructional practice and assessment to a theoretical approach. Schema theory provides a new conceptual foundation for the organization of instruction and the subsequent assessment of students learning from it. In this chapter, I discuss some of the theoretical and practical issues involved in using schema-based instruction. In Chapter 5, I describe a functioning instructional system that is schema driven. 

Finally, the structure of the hierarchy itself is at odds with schema theory. The schema is a network of related knowledge, not a branching tree with distinct levels. A great deal more connectivity exists in the schema than in the learning hierarchy, and instruction based on schemas focuses directly on these connections. 

Part III begins with an overview of some of the important issues in learning, especially with respect to schema theory. Three areas of study are most relevant the type of information that individuals acquire from learning, the way in which the information is retained, and the strength and reliability with which it is used again. Chapter 6 focuses on recent developments in these three areas. 

Over the past 25 years, visual representations have received considerable attention under the various designations of graphics, diagrams, visual aids, or simply pictures. No matter which name is used, the issue is whether their inclusion in instruction makes a significant difference in how and what students learn. The question of their importance extends naturally to schema theory. The most interesting issues have to do with how visual representations fit into the knowledge organization of a schema and what role they have in its access and use. 

These three facets make up the educational experience, and the student is at the center of each one. It is the student who receives instruction, the student who learns from it, and the student whose knowledge is tested. Ultimately, it is schema theory that coordinates and connects our understanding of these three experiences. 

Schemas are inextricably bound to issues involving learning and performance. And, through these issues, schema theory extends into many fields beyond the one described here. For instance, the schema anchors anthropologist Roy D Andrade s examination of motivation, providing the necessary linkage between culture and...

Schemas in Problem Solving explores a new theory of schema development and its ability to serve as a unified basis for understanding learning, instruction, and assessment. The theory s prescriptions for teaching are direct, and its application to assessment suggests new directions for tests. 

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