Content analysis via concept elaboration theory

Summary

This presentation has been necessarily brief. Adequate instruction in the use of elaboration theory as in preparing a learning hierarchy requires considerable practice and can hardly be adequately taught in a short paper. Nevertheless, we have suggested that as used in instructional development for sequencing subject matter content learning hierarchies are a useful step in analysis of component skills but may not provide sufficient synthesis for sequencing instruction in complex interrelated procedures and principles. Concept elaboration theory has been suggested as a more adequate design tool for structuring, sequencing and determining presentation strategies for such complex subject matter. The premise of elaboration theory is that the underlying principle should be taught first accompanied by the simplest complete procedure. This initial presentation of theepitome should then be elaborated with an alternating sequence of segregated and integrated presentations which enable the student to learn the component concepts and to put them together in integrated practice. Each cycle of elaboration introduces more complexity until the student has acquired the terminal procedure.