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THE COGNITIVE ORGANIZATION OF GRAPHI...

BENTLEY, RICHARD G.

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THE COGNITIVE ORGANIZATION OF GRAPHIC COMMUNICATION SUBJECT MATTER.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE COGNITIVE ORGANIZATION OF GRAPHIC COMMUNICATION SUBJECT MATTER./
作者:	BENTLEY, RICHARD G.
面頁冊數:	213 p.
附註:	Source: Dissertation Abstracts International, Volume: 45-01, Section: A, page: 1010.
Contained By:	Dissertation Abstracts International45-01A.
標題:	Industrial arts education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8410363

THE COGNITIVE ORGANIZATION OF GRAPHIC COMMUNICATION SUBJECT MATTER.
BENTLEY, RICHARD G.

THE COGNITIVE ORGANIZATION OF GRAPHIC COMMUNICATION SUBJECT MATTER. - 213 p.

Source: Dissertation Abstracts International, Volume: 45-01, Section: A, page: 1010.

Thesis (Ph.D.)--The Ohio State University, 1984.

This inquiry reported a curriculum improvement undertaking that was directed at organizing the subject matter of graphic communication technology. The structuring problem involved building a rationale for the body of knowledge and organizing the subject matter from a cognitive perspective.Subjects--Topical Terms:

3173045
Industrial arts education.

THE COGNITIVE ORGANIZATION OF GRAPHIC COMMUNICATION SUBJECT MATTER.
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245 1 4 $a THE COGNITIVE ORGANIZATION OF GRAPHIC COMMUNICATION SUBJECT MATTER.
300 $a 213 p.
500 $a Source: Dissertation Abstracts International, Volume: 45-01, Section: A, page: 1010.
502 $a Thesis (Ph.D.)--The Ohio State University, 1984.
520 $a This inquiry reported a curriculum improvement undertaking that was directed at organizing the subject matter of graphic communication technology. The structuring problem involved building a rationale for the body of knowledge and organizing the subject matter from a cognitive perspective.
520 $a The conceptual system was framed by two major overarching constructs of information processing: (1) Graphic Representation and (2) Information Diffusion (GRID). The GRID was designed to contain general curricular elements in the form of a horizontal sequence (the communication process) and a vertically constructed learning hierarchy, composed of general-to-specific levels of subject matter structure.
520 $a The inquiry presented the thesis that subject matter could be more effectively assimilated by revealing to the student the interrelatedness of curricular elements in a non-arbitrary way. This structuring approach was contrasted with subject matter content derived principally from the study of trade practices or occupational requirements that have become increasingly subjected to radical technological change. The changes occurring within visual communication media in recent years suggest that new approaches to curriculum construction be developed to accommodate both the changing structure of the body of knowledge and the increasing complexity of the content, particularly at higher levels of subject matter sophistication.
520 $a The rationale for a cognitive view was developed from historical, descriptive sources of literature, research findings, and experimentation with subject matter organization and its effects on the learners- cognitive structure. The problem of learning was approached from Ausubel's (1968, 1969, 1978) view of educational psychology and Hill's (1973) conceptualization of cognitive style.
520 $a The purposes of the GRID are (1) to reveal the interrelatedness of subject matter elements; (2) to provide a basis for structuring subject matter to enhance its potential meaningfulness; and (3) to suggest a strategy for information assimilation from a learning hierarchy, which resulted from the GRID construction. The emphasis of the inquiry was on building a structure for the body of knowledge of graphic communication technology; it is not meant to detail specific curricular components found at the level of practice.
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