Hypothesized performance on complex tasks as a function of scaled instructional strategies
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TL;DR
The hypotheses proposed in this paper are designed to provide a framework for integrated research on instructional strategies and might serve as a catalyst for dissertations and other research activities in the science of instruction.
Abstract
The author identifies a set of instructional strategy principles that have been prescribed by a number of different instructional theories and recommended practices. He then proposes a set of hypotheses for the interrelationships among these principles. While many of these instructional design principles have been supported by individual experimental studies the author has been unable to find an integrated body of research that has studied the interrelationships among these instructional principles. The hypotheses proposed in this paper are designed to provide a framework for integrated research on instructional strategies. Perhaps this paper might serve as a catalyst for dissertations and other research activities in the science of instruction.