Individual Differences
Implications for Instructional Theory, Research, and Innovation
Bibliographic Data
| ID | 9730600 |
|---|---|
| Authors | Roger D Gehlbach (Simon Fraser University, corresponding author) |
| Year | 1979 |
| Volume | 8 |
| Issue | 4 |
| Pages | 8-14 |
| Publication date | 1979-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x008004008 |
| OpenAlex | W2090644808 |
| Language | EN |
| Citations received | 3 |
| References cited | 9 |
Research on instruction may be on a scientifically dead-end street. Since the psychology of learning has emerged as a properly scientific endeavor and schooling as a public and universally available service, the problem of utilizing the former to inform and optimize the latter has been of great concern to many. On the surface, the problem seems to be easily solved. Psychology may be regarded as the parent, or host, science, and education as the properly parasitic enterprise to apply psychological theory. Educators, however, seem never to have been content to be mere appliers of learning theory. The quest for a full seat in the academy of science, though never quiet, has intensified in recent years (e.g., Bruner, 1964; Atkinson, 1972; Glaser, 1976; Snow, 1977b; Kerlinger, 1977). In his own recent outline of the essential structure of a of design for education, Glaser (1976) noted that, as early as 1899, Dewey (1900) proposed that research in education be constructive of a linking science between theories of learning and classroom practice. Kerlinger (1977) argued recently that the traditional distinction between basic and applied educational research be carefully maintained, and that to confound them inevitably results in less than optimal progress in the development of both general and better classroom practice. My concern is that research on instruction, a key area of educational research generally, is in danger of falling into precisely the pitfalls that Kerlinger describes when the separate goals of basic and applied research are not separately pursued. This development is most clearly seen in recent work by Cronbach and particularly Snow (e.g., Cronbach & Snow, 1977; Snow, 1977a, 1977b). The plan for the discussion is: (a) to review selected recent contributions to the general problem of constructing theory in education and, more particularly, in instruction; (b) to examine critically a recent proposal by Snow (1977b) as a paradigm case of much of current thought carried to its logical conclusion; and (c) to propose a direction for basic research in instruction and for applied research in curriculum development
Constructive · Education theory · Educational research · Epistemology · Higher education · Learning theory · Mathematics education · Political science · Sociology · Computer Science · Educational Strategies and Epistemologies · Gender and Technology in Education · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 1980 - 1981 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |