Two Prescriptive Instructional Theories: Merrill’s Component Display Theory and Reigeluth’s Elaboration Theory
Journal Title: Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi - Year 2017, Vol 1, Issue 1
Abstract
The main objective of this article is to introduce in general terms the Component Display Theory in the 1980s by M.D.Merrill and the Elaboration Theory of Instruction developed by C.M. Reigeluth in the 1980s. The study field of instructional science is concerned with understanding and improving methods of instruction so as to makes hem more effective, more efficient, and more appealing (Reigeluth, 1983, p.338). The task of instructional scientist is to build a knowledge base in instructional theory- a body of knowledge that prescribes instructional methods for the practitioner to use to bring about desired outcomes (English, 1992, p.2). The knowledge base of instructional design provides insight at the macro and micro level. This level differs in two ways: the scope of content and the type of memory concerned (Van Patten, Chao & Reigeluth, 1986, p.437). (1) Micro level (Merrill’s Component Display Theory) deals with tactics for teaching a single piece of the content while the macro level (Reigeluth’s Elaboration Theory of Instruction) deals with selecting, structuring, sequencing, synthesizing and summarizing la focus on memory acquisition. They are designed to efficiently "fill the individual registers" of the student with information. Macro strategies focus on the organization of memory. Their goal is to create, or effect changes in, the structure of (an) entire skill and knowledge repertoire (Van Patten, Chao & Reigeluth, 1986, p.438).
Authors and Affiliations
Mahmut Oğuz Kutlu, Gürcan Demiroğları
Keywords
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