Summary Merril, First principles of instruction (2002)

Merril, First principles of instruction
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and
Development, 50(3), 43-59.


Five first principles:
 Learning is promoted when learners are engaged in solving real-world problems
 Learning is promoted when existing knowledge is activated as a foundation for new
knowledge
 Learning is promoted when new knowledge is demonstrated to the learner
 Learning is promoted when new knowledge is applied by the learner
 Learning is promoted when new knowledge is integrated into the learner’s world



Different terms and theories, but shared principles
In this article: identify and articulate the prescriptive design principles on which various design
theories and models are in essential agreement.


Two kinds of instructional methods (Reigeluth):
 Basic methods (first principles of instruction) --> relationship that is always true under
appropriate conditions
 Variable methods (programs and practices)
o Practice = specific instructional activity
o Program = approach consisting of a set of prescribed practices

Instructional phases


First principles of instruction
(1) Problem-centered:
 Corollary-show task
 Corollary-task level
 Corollary-problem progression

(2) Activation phase
 Corollary-previous experience
 Corollary-new experience
 Corollary-structure

(3) Demonstration phase