Mapping Structural Knowledge of Scientific Creationism to Direct Information and Object Structure Design in Planning Textbooks and Educational Materials

Authors

Denise A. Wenger

Proposal

A worldview, such as that defined by Institute for Creation Research tenets of scientific creationism, is a cognitive structure or schemata that impacts human information processing and learning. Cognitive research indicates that there is not a physical referent for such structural knowledge in the human brain. But planners and writers of educational materials view structural knowledge or worldview as a useful metaphor for describing how the human brain constructs or structures knowledge. Research indicates that structural knowledge is tied to memory processes, problem solving, learning, and knowledge acquisition. This paper focuses on the use of mapping techniques to plan and design instructional experiences for materials or programs intended to advance learners’ development of structural knowledge (worldview) presented in the Institute for Creation Research tenets for scientific creationism.

Keywords

Worldview, Cognitive mapping, Structural knowledge, Scientific creationism, Information design, Mental chronometry, Object design, Textbook planning, Implicit methods, Elaboration theory, Frames and slots, Explicit methods, Semantic maps, Causal interaction maps, Concept maps, Graphic organizers, Learning strategies, Knowledge acquisition, Content structures, Text evaluation, Content structure analysis, Evaluation design, Visual rhetor, Constructivist design, Scenarios

Print Reference

Pages 511-527

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Recommended Citation

Wenger, Denise A. (2008) "Mapping Structural Knowledge of Scientific Creationism to Direct Information and Object Structure Design in Planning Textbooks and Educational Materials," Proceedings of the International Conference on Creationism: Vol. 6, Article 41.
Available at: https://digitalcommons.cedarville.edu/icc_proceedings/vol6/iss1/41