What is the Elaboration Theory?
“The Elaboration Theory was introduced by Charles Reigeluth, an American educational theorist in 1979” (Pappas, 2014) and is embedded in the Cognitivist theory. It is applied to the design of instruction, for the cognitive domain, and “relies upon the idea that instruction should be offered to learners in increasing order of difficulty” (Pappas, 2014, para. 2); therefore, concepts and lessons should move in sequence, from simple to complex, and move from basic skill sets to complex skill sets. According to Pappas (2014):
The Elaboration Theory involves a variety of fundamental strategies or tools that enable the learners to actively engage in the learning process and grasp all of the concepts, which can be applied to virtually any instructional design plan. (par. 8)
In the following, I will discuss the relationship between the two theories, for example how they are similar; in addition, discuss strategies and tools that can be utilized for instruction with science content; however, these strategies can be implemented in all content areas.
Instructional Model Relationship to the Learning Theory
The Elaboration Theory and the Cognitive Learning Theory correlate in several ways. First, they both design instruction to promote students’ ability to process information, understand complex concepts, and develop skills. For example, to aid integration, or students’ ability to process information of complex concepts, both theories promote the integration of graphic organizers. Graphic organizers support the brain’s ability to process information; moreover, supports the cognitive domain. The Cognitivist Theory and Elaboration Theory are also similar in how lessons are structured. The Cognitivist Theory transfers learning, from short-term to long-term memory, which creates new knowledge schema, through review, by linking previously learned content to new content. The Elaboration Theory is similar in that it structures its lessons to move from simple to complex, or moves from the known to the unknown, which also creates new knowledge schema. For example, before students conduct a scientific investigation and experimentation, students must first build the necessary skill sets for planning and conducting an experiment, by completing a series of lessons that build on particular skill sets, such as how to generate a hypothesis or how to communicate results.
Example using the Instructional Model
One instructional strategy, of the elaboration theory, is “sequencing within the lesson itself: The lesson must begin with a general overview, followed by a more detailed look" (Pappas, 2014). When teaching complex concepts, such as conducting a scientific investigation or experiment, students must build the basic skills sets necessary for conducting a scientific experiment. With this in mind, instruction should be designed to move from simple to complex skills, necessary for conducting a scientific experiment. For example, before students can accurately and effectively conduct an experiment, students must first understand each step of the scientific method and build the skills necessary for each method. Once they understand and have built the necessary skills, for each step, then they can begin moving towards more complex skills, such as, planning out an experiment and then conducting the experiment to gather data. Basically, each lesson, having to do with the scientific method, should continue to build on skill sets, until students have mastered how to conduct a scientific experiment.
Another instructional strategy is to design lessons that begin with a broad picture.
According to Pappas (2015), “The lesson must begin with a general overview, followed by a more detailed look” (para. 11). This can be accomplished through cognitive instructional strategies, such as the use of diagrams and showing or having students generate a concept map/graphic organizer, at the beginning of the lesson. For example, at the beginning of a lesson, on how cells form tissue, I will have them create a concept map showing the levels of organization of an organism. This will give students a broad scope of the individual components, that they will examine in depth individually. As they continue through each lesson, they can use their concept map to understand the relationships, between the levels of organization; in addition, see the broad picture. As students have examined and learned each level of organization, they can look at the big picture again, which aides in the transfer of learning from short-term to long-term memory. Concept maps can be used across all subject areas. Click on the links below for concept mapping resources, more information about the Elaboration Theory, and its strategies, that can be implemented in all subject areas.
Related Websites
References:
Pappas, C. (2014). Instructional Design Models and Theories: Elaboration Theory. Retrieved August 9, 2016, from https://elearningindustry.com/elaboration-theory
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