Unit Six Reflective Paper
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Gagn辿's instructional theory has been beneficial for the author's learning and career development. However, some criticisms have emerged regarding the effectiveness of Gagn辿's instructional objectives. Research has questioned their compatibility with constructivist views of learning. Studies have also found only small or no positive effects on intentional learning and negative effects on incidental learning from using objectives. Despite these results, objectives remain widely used in education. Gagn辿 was unique in proposing a taxonomy that integrated cognitive, affective, and psychomotor domains of learning outcomes, which was accepted by Benjamin Bloom.
Unit Six Reflective Paper
- 1. Lauren Fowler-Carter 5130 Unit 6: Reflective Paper Learning and Instruction Perspective I find Gagn辿s instructional theory increasingly beneficial to me, especially as I progress towards my professional career. Though, with every learning and instructional theory, criticisms and issues will arise to the surface. Driscoll (2005) states, there has been controversy regarding the effectiveness and use of Gagn辿s instructional objectives (page 365). It is suggested that one of the issues with Gagn辿s instructional theory is due to increased interest in constructivism, which has caused researchers to question this theory and its compatibility with goals and assumptions of constructivist epistemology (Driscoll, 2005, p. 380). Also, studies that have investigated the use of the objectives have suggested either a small positive or no effect on intentional learning along with a deleterious effect on incidental learning (Driscoll, 2005, p. 365). The investigations on this issue have created the controversial issue, because despite these results, objectives have gained and maintained a solid footing in education and training (Driscoll, 2005, p. 365). According to Driscoll (2005), Gagn辿 is the only instructional theorist that proposed an integrated taxonomy of learning outcomes that included all three domains, which was first accepted by his contemporary Benjamin Bloom (page 356). The three domains that Bloom accepted were cognitive, affective and psychomotor (Driscoll, 2005, p. 356).
- 2. Lauren Fowler-Carter 5130 References Driscoll, M. P. (2005). Psychology of Learning for Instruction (3rd ed.). Boston, MA: Pearson Education, Inc.