摘要：This paper presents a solution for conceptually modeling the instructional
content in computer-assisted education. The different cognitive style of learners
imposes different modalities of presenting and structuring the information (the
pedagogical knowledge) to be taught. Conceptual organization of the training domain
knowledge, with learning stages phasing, can constitute a better solution to the problem
of adapting the instructional system interaction to users with different cognitive style
and needs.
