Abstract

This article defines primary knowledge components for entities, actions, and processes. It also defines primary instructional strategy components. It proposes that a different combination of strategy and knowledge components is required for different kinds of instructional goals. It further proposes that if these fundamental strategy-knowledge component combinations are not present that there will be a decrement in the student's effective and efficient acquisition of the desired knowledge and skill. It further proposes that the underlying architecture of an instructional strategy is a combination of primary strategy components and primary knowledge components appropriate for, and consistent with, a given instructional goal. Instructional components are a theoretical tool. They are not a method or development procedure. These instructional strategy and knowledge components can be imbedded in a wide variety of different instructional architectures based on a variety of different philosophical orientations. It is hoped that one of the primary benefits of instructional components is to provide a common vocabulary that will enable designers, theorists, and instructional developers to more clearly describe their products and procedures.

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