Allan Collins
Bolt Beranek and Newman, Inc.

This is the most recently developed of the instructional theories in this book. In
contrast to all the other instructional theories in this book, this one was not
derived from or based on a learning theory of any kind. It was developed almost
purely inductively by "observing" expert teachers, cataloging the strategies that
they used, and developing prescriptions as to when to use each of those
strategies.

Perhaps the most unique prescription of this theory is for the use of a discovery
approach. Learners are required to formulate hypotheses (discover generalities)
based on observation of varied cases (examples), presumably to force greater
depth of processing of the new knowledge. Another feature is the use of an
inquiry approach. Questions provide the focus and direction for the instruction,
presumably to improve motivation.

This work was supported by the National Institute of Education under Contract No. HEW-
NIE-400-80-0031 and the office of Naval Research under Contract No. N00014-85-C-0026. My
thanks to Albert Stevens, who has collaborated with me on the research that led to this paper, and to
Dedre Gentner, who made many helpful comments on an earlier version of the paper

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