• ?

FALL 1995 ?

EVENING

EDUC 320-3?

INSTRUCTIONAL PSYCHOLOGY

(E1.00)

J.NESBIT

PREREQUISITE: EDUC 220

Instructional psychology applies theories of cognition, motivation and learning to educational

settings. As a field of research, instructional psychology studies techniques, strategies and

environments that assist students to master specific subjects and to become independent, self-

directed learners.

Instructional psychology addresses questions such as these:

What is the best way to study for an exam?

Does taking a university course on formal logic make you a more logical thinker?

Do children learn a substantial number of new words by just reading them in context?

How can the user interface in simulation software be designed to maximize learning?

In this course, education students and teachers will gain an understanding of research and

theory underlying current trends in the subject areas. They will acquire knowledge and skills

that contribute to the planning and implementation of effective teaching. Psychology students

will learn how cognitive psychology is influencing educational practice in classrooms from

kindergarten to high school.

TOPICS

Types of knowledge; motivation and instruction; models of memory and learning; problem solving;

differences between novices and experts; instructional design; study strategies; cognitive psychology in the

subject areas: language, reading, writing, mathematics, science; classroom teaching; impact from computer

and communications technology; constructivism.

EVALUATION

The grade for this course will be based on:

• four minor assignments ?

40%

• a term project ?

30%

• a cumulative final exam ?

30%

READINGS

nere is one requirea text:

Glover, J

, Ronning, R., & Bruning, R. (1990). Cognitive psychology for teachers. New York:

Macmillan.

Other readings will be provided in class or placed on reserve at the library.