Schema Theory and Gagne's Events of

Instruction
Description of Learning Theories
Schema Theory is an information processing theory that explains how knowledge is
interpreted, stored and retrieved for processing and utilization in internal knowledge
structures known as schema.
Gagns nine events of instruction provides a way to arrange instruction to support the
processes of internal learningthe development of schemawithin a learner.
Comparison
Schema theory describes how new information is processed within a learner and Gagns
nine events of instruction provides a way to structure instruction to bring about learning
outcomes. As such, the two ideas address different aspects of the instructional design
process and are not comparable but are quite compatible with each other.
Why use these theories?
Gagn (1978) stated that modern learning theories support the basic notion that the
effects of instruction may best be understood by exploring the three-term relation
Instruction Memory Structure Learning Outcome. (p. 187)
To create a learning outcome based on this simple three-part process, Gagns nine
events of instruction can serve as a model for instruction and Schema theory as an
explanation of the memory structure and the result of the interaction between the two
would be the learning outcome. Although this model is more simplistic than current
research would suggest, it does provide a model worthy of consideration by the novice
instructional designers.
Example Application
Gagns Events of Instruction and Schema theory can be applied to the development of
any instructional lesson.
Each of the nine events should be addressed through instructional strategies and the
effect of the event on the learners existing and developing or emerging schemata should
also be considered. In essence, Gagns events and schema theory work together to
create a successful learning outcome.
For example, If the instructional goal is to teach the basic functions of a DSLR camera:
Gagns first event, gaining attention, could be accomplished by showing learners
photographs taken using a DSLR camera. This would focus the learners attention on the
topic at hand and begin the process of accessing existing schemata related to
photography.
Gagns third event, stimulating recall of prerequisite learning, could be accomplished by
asking learners to think about their experiences using film, automatic or DSLR cameras.
This would focus the learners attention beyond their basic photography schemata to
their schemata related to the direct experience taking photographs.

Strengths and Weaknesses

Schema theory and Gagns nine events of instruction were developed decades ago and
both information processing theory and instructional event designs have been further
developed since Schema theory and Gagn s events were originally proposed.
The most common criticism of Schema theory is the notion that the concept of schema is
vague, fuzzy and flexible and as such can be adjusted in almost unlimited ways to meet
almost any circumstance. Additionally, learners can store inaccurate information in
schema simply for ease of assimilation.
Gagns nine events of instruction have been criticized for being more instruction or
teacher focused rather than learner focused. Several adapted version of Gagns events
have been proposed to address this concern.
Conclusion
Despite the drawbacks, Schema theory and Gagns nine events of instruction provide
both useful and practical concepts for the novice designer to consider when approaching
the instructional design process.
References
Clark, Donald (1999) Theory into Practice Database, The Events of Instruction, Theory
into Practice Database,http://www.nwlink.com/~donclark/urdhistory/history.html,
retrieved June 20, 2010.
Derry, S.J. (1996) Cognitive Schema Theory in the Constructivist Debate. Educational
Psychologist, 31(3/4).
Dick, W., L. Carey & J.O. Carey (2009). The Systematic Design of Instruction (7th ed.).
New Jersey: Pearson.
Ertmer, Peggy A., Newby, Timothy J. (1993) Behaviorism, Cognitivism, Constructivism:
Comparing Critical Features from an Instructional Design Perspective. Performance
Improvement Quarterly, 6(4) pp. 50-72.
Gagn , Robert M. (1970) Some New Views of Learning and Instruction. The Phi Delta
Kappan, 51(9) May 1970: 468-472.
Gagn , Robert M. & R.T. White (1978) Memory Structures and Learning Outcomes.
Review of Educational Research. 48(2): 187-222. Spring 1978.
McVee, M.B., K.Dunsmore &.R. Gavelek. (2005) Schema Theory Revisited. Review of
Educational Research, 75(4)
Retrieved June 14, 2010, from http://www.jstor.org/stable/3516106.
Smith, P., and T.J. Ragan. (2005) Instructional Design (3rd ed.). New Jersey: John Wiley
& Sons.
Tuckman, Bruce W. (1996) My Mentor: Rober M. Gagn . Peabody Journal of Education.
71(1) Mentors and Mentoring: 3-11.
Wilcox, C., & Williams, L. (1990) Taking stock of schema theory. Social Science Journal
27(4), 373. Retrieved June 11, 2010 from Academic Search Premier database
Created by
Joan Brandwein

IM 504
June 28, 2010

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