GERONTOLOGY INSTRUCTION - DIFFERENT MODELS FOR DIFFERENT RESULTS

The development of gerontology instruction is discussed with specific emphasis on developing rational program models. The treatment is in three parts. The first emphasizes that gerontology instruction can have several orientations or outcomes. The second discusses the expansion of the gerontology knowledge base and suggests varying emphases for various orientations of instruction and student outcomes. The third applies a cognitive task analysis framework for developing three models of gerontology instruction. Conclusions are offered. © 1990 Taylor & Francis Group, LLC.