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Instructional Psychology

(E1.00)

Fall 1995

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Instructor: ?

Nancy Perry

(September 5 - November 28)

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Office:

Tuesday, 16:30 - 18:20 & tutorials ?

Telephone:

Location: MPX 7610

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Email: nancy_perry@sl'u.ca

Prerequisite

Educ 220

Description

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

• How do students learn when an instructor tries to guide the learning process'!

• 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 studenLs 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 ahout cognition and motivation into the context

01'011C

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 for using research to design instruction and assess its effectiveness

Topics

Models of S tudenLs' Cognition and Motivation (luring 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 three brief' analyses of instructional situations (10%

each, total 30%), a term project (40%), and a cumulative final examination (30%).

Readings

Required Text: Bruning et al.

(1990). Cognitive psychology and instruction.

Students also need to purchase a course pack of additional readings from the bookstore.