Ed Psy 531: Learning Theories and Education

Unit 1: Introductory Issues

I. Introductory Issues: Outline

(a) The role of theories in instructional decision making

(b) Comparing theories

(c) Promoting development in students

(d) Evaluating theories

(a) The role of theories in instructional decision-making

Theories explain why certain outcomes occur– Car engine stops running: Why?– A child gets sick: Why?– Students fail to learn: Why?

Theories provide intervening “inner workings” knowledge– Turn your key ??? engine runs– Take medicine ??? get better– Use instructional technique ??? students

understand material better

Why “inner workings” knowledge is important

Solving problems yourself; preventing them Recognizing when suggested solutions will and

will not work (educated consumer) Supports creativity and modification of

instructional techniques It is the conceptual knowledge behind the

procedural knowledge of techniques

(b) Comparing theories

Theories differ in their answers to the following questions:– What is the nature of knowledge?– How do people acquire knowledge? Why does it

grow?– What does it mean to be self-regulated?– How are memories stored and retrieved?– Is the theory compatible with what we know about the

brain?– What are the instructional implications of this theory?

Comparing theories continued

By conducting experiments, we can see which theories provide more accurate answers to these questions; instruction should be based on the most accurate theories

But sometimes more than one answer is correct (the mind is multifaceted)

(c) Promoting development in students

Development pertains to changes in state from an earlier, less optimal condition to a later, more optimal condition

Prior State Later Stategross motor skills fine motor skillsrecognizing a few letters reading fluentlyunregulated emotion emotion regulation

Theories describe developmental mechanisms that explain these changes in state over time

Effective instruction makes use of developmental mechanisms

(d) Evaluating theories

At present, all theories provide our best guesses about inner workings; all have strengths and weaknesses

Given that instruction will only work if it is compatible with what we know about the mind, it is vital that theories are accurate

Intelligent instructional decision-making requires critical thinking about theories

Some criteria for evaluating theories

Explanatory adequacy: does it account fully for all aspects of some phenomenon? Is it missing key constructs whose existence is supported by evidence or good arguments?

Predictive adequacy: How often are its predictions supported by the evidence?

Utility: Can practitioners (e.g., teachers) use the information to make better decisions and be more effective?