S

?

S

EDUCATION 320.3 ?

(D1.00) ?

(CAT.

#66675

&

#19268)

Fall Semester, 1993

?

Professor: ?

Dr. Phil Winne

(September 7—December

6)

?

Office: ?

MPX 9506

Thursday, 14:30-16:20 p.m. & tutorials ?

Telephone: ?

291-4858

Location: AQ 3149 ?

Email:

?

winne@sfu.ca

PREREQUISITE:

EDUC

220

DESCRIPTION

Instructional psychology is a field of research addressing three main concerns:

How do students learn and how do instructional interventions guide learning processes?

• How does motivation develop in instructional settings, and how do motivation and

learning influence one another?

• How do teachers think about teaching, and how do these ways of thinking about teaching

influence students' learning and motivation?

PDP students and teachers will gain knowledge and skills in

this

course that contribute to

planning, delivering, and evaluating teaching. For psychology students, this course extends

classical experimental research about cognition and motivation into the context of one of our

society's most influential and pervasive institutions, the classroom.

OBJECTIVES

Knowledge of theory and findings from research in instructional psychology

Skills for reading and understanding research in instructional psychology

Skill at applying research to designing instruction and assessing its effectiveness

OUTLINE OF TOPICS

Models of Students' Cognition and Motivation during Instruction

Learning in the Subject Areas: Language, Reading, Composition, Mathematics, Science

Applying Instructional Psychology in Classroom Teaching

EVALUATION

The grade for this course will be based on reports of laboratory assignments

(50%),

a term

project

(25%),

and a cumulative final examination (25%).

READINGS

Required Text: Glover, Ronning, & Bruning. (1990).

Cognitive Psychology for Teachers.

Materials on reserve in the library