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Education
320
Educational Psychology: Learning and Instruction?
Spring,
1979
Dr. Philip H. Winne
MPX
9611, 291-3618
What It's About
This course describes and contrasts contemporary theories of learning
and motivation as stepping stones to a theory of instruction. Its goal is
to provide students with the ability to analyse curriculum materials and
models of teaching, and to build these materials and models, using alternative
principles of learning as facets for this analysis. An outline of the course
is provided (on reverse).
Who Might Take It.
Students who favor psychological views of educational practice will be
especially interested in this course. Psychology majors and minors can use
this course to extend their studies to include the instructional setting as a
context for research on learning. Prospective teachers will gain a solid
perspective for analyzing and evaluating instructional practice from this
course.
Education
220
or its equivalent is a prerequisite. Students with credit
for Education
421
may not take this course for further credit.
Course Requirements
1.
Three brief quizzes. (10 points each, total
30
points)
2.
Analysis of a research article in terms of alternative theoretical
perspectives for describing the teaching environment being investigated.
Students will choose an article from a list provided by the professor.
(20
points).
3.
A term paper analyzing a curriculum package, model of teaching, or
teacher's actual lessons in terms of theoretical principles of
learning and instruction.
(50
points).
1 4 ?
Class presentation based on your term paper. (no evaluation)
Required Texts
Bandura, A. Social Learning Theory. Prentice-Hall,
1977.
Covington, M.V. & Beery, R.G.
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Self-worth and School Learning. Holt, Rinehart,
and Winston,
1976.
Tarpy, R.M. & Mayer, R.E. Foundations of Learning and Memory. Scott, Foresman,
1978.
con t' d.
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Nota Bene
This course assumes a basic, introductory-level knowledge of models
of learning and motivation. If you feel a bit rusty on these topics, read
or review these chapter(s) in an introductory-level text on educational
psychology. Or, chat with me to see whether you need less or more review.
Outline of Topics
A.
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The nature of instruction
1.
Goals for a theory of instruction
2.
Characteristics of a theory of instruction
B. ?
Respondent learning theory
I. The model and its principles
2. Applications to instruction
C. ?
Operant learning theory
1.
The model and basic principles of acquisition
2.
Aversion, extinction, generalizat:ion, discrimination
3.
Cognitive behavior modification
4.
Social and conceptual. instruction via operant theory
D. ?
Information processing theory
1.
The model and basic processes
2.
Acquisition - attention, perception, and meaning
3.
Retrieval - cues, transfer, and answering questions
4. Instructional principles
E. ?
Social learning theory
1.
The model and basic processes
2.
Expectancy learning and cognitive control
3.
Incentives and external, vicarious, and self-reinforcement
4.
Instructing for concepts and attitudes
F.
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Motivation and Learning
I. Overview of systems of motivation
2. Self-perception and attribution theories
3. Approach and avoidance in instructional settings
PW:cc
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Education 320 Educational Psychology: Theory and Research on Instruction.
Overview of Instructional Psychology
1. Begetting the discipline
a.
Instructional psychology and psychology.
b.
"Researchable" topics: attending, organizing, responding and learning.
c.
Scientific vs. social contexts for research.
2. Background
a.
A brief history of instructional psychology.
b.
Varieties of instruction.
Information Processing Views of Instruction
1. Foundations
a.
Associational models of learning (list and PA acquisition, interference
theory of forgetting).
b. Concept recognition and memory processing models (CS and STh processing
view).
2. Contemporary theory and research
a.
structural processing models (Gagne).
b.
dynamic processing models (Smith, Mayer S Greeno, Winne S Marx percept).
3. Curriculum specific theory and research
a. Mathematics, science.
b. Reading
Operant Views of Instruction
1. Foundations
a.
Radical operant theory.
b.
"Mediated" operant theory.
2. Contemporary theory and research
a.
Direct behavior modification.
b.
Social learning models and context effects.
3. Curriculum specific theory and research
a.
DISTAR instructional model.
b.
Programmed learning and computer-assisted instructional models.
..
V
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APPENDIX A
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(
Current library holdings which supplement the material presented in
Education 320, Educational Psychology: Theory and Research on Instruction
are extensive. Listed below are representative text and reference books
selected from well over 100 offerings. Library acquisitions pertinent
to the content of this course are regularly updated on the basis of
suggestions by members of the Faculty
of
Education.
Ausubel, D. P. Educational Psychology: A Cognitive View.
Becker, W. C. & Engelmann, S. Teaching !: Classroom
Management.
Becker, W. C. & Engelmann, S. Teaching II: Cognitive
Learning and Instruction.
Gage, N. L. (ET) The Psychology of Teaching Methods.
Gagn€, R. M. The Conditions of Learning.
Gagn, R. M. & Briggs, L. J. Principles of Instructional
Design.
Kiausmeier, H. J., Ghatala, E. S., & Frayer, D. A.
Conceptual Learning and Development.
Slegef 1. (Edinstruct ion: Some Contemporary Viewpoints.
Smith, F. Comprehension and Learning.
Stevenson, •H. W. ChildreW
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Learning.
Thoresen, C. (Ed.fehav
i
or Modification in Education.
Vee, A. H. (Ed.) SoTal Interaction in Educational Settings.
In addition to the preceding books, the library also receives volumes in
several annual series of professional reviews. Included among these are:
Annual Review ofychology; tn-yearly chapters on
instructional psychology, thinking and concept
formation, study of small groups.
The Psychology of Learning and Motivation.
Review of Researchfn Education.
Beyond the aforementioned materials, the library also subscribes to a host
of professional journals which contain research reports and review articles
directly relevant to this course. Representative examples are:
Instructional Science.
Journal of Applied Behavior Analysis.
Journal
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Educational Psychology.
Journal
Z
oT
Experimental Education.
iview oEiicat_ionalkeiarch.
