{'fraction_non_alphanumeric': 0.009369676320272573, 'fraction_numerical': 0.0, 'mean_word_length': 5.676136363636363, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Instructional Design : A Perspective Based on Cognitive and Constructivist Approaches

The main aim of the present paper is to outline a theoretical framework of instruction based on the elements of two major approaches of cognitivism and constructivism. To begin with, the paper introduces the notion of instructional design and discusses the importance of psychology of learning and instruction in designing instructional models. Further, the paper identifies the prototypical schema theory and cognitive apprenticeship as representing the important elements of cognitive and constructivist approaches. The paper discusses cognitive apprenticeship and a prototypical schema theory and then attempts to outline an instructional model based on an integration of these two approaches. It is emphasized that the integrated approach can address some of the problems that cannot be dealt with by any of the two constituent approaches individually. The proposed integrated model attempts to identify strategies that may be used for schema building through cognitive apprenticeship. The integrated approach provides a theoretical basis for error-reduction in the learning process.