Instructional Psychology

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Under instruction psychology the distinction made with empirical scientific methods analysis is curriculum and based thereon design of teaching and learning environments for excitation of learning processes by methods of the instruction scheduling and instruction design ( Instructional Design ) to achieve set educational purposes intended.

Instructional psychology is based on psychological learning and memory theories , knowledge of effective teaching and teaching methods, knowledge of the cognitive and motivational learning requirements of the learners (through methods of educational-psychological diagnosis) and knowledge of the instructional media and teaching technologies that can be used for the target group. The instruction psychological topics relate to “what questions” (content analysis of the instruction, curriculum, overarching goals) and “how questions” (interaction and impact analysis of the instruction, design of the teaching-learning process, professional ethical standards of teaching). There are relations to descriptively thought empirical teaching research, to prescriptive instruction research and to normative educational philosophy. Instructional psychological issues are also addressed in the context of didactics , although didactics is understood less as science and more as art (this distinction is expressed, for example, in the journal article The science of learning and the art of teaching ).

literature

  • Klaus-Jürgen Bruder : Taylorization of teaching. On the criticism of instruction psychology . In: Kursbuch 24, Kursbuch Verlag, Berlin 1971

Individual evidence

  1. ↑ W. Echterhoff: Instructional Psychology. In: Markus Antonius Wirtz (Hrsg.): Dorsch - Lexicon of Psychology (18th, revised edition). Hogrefe AG, Bern 2017, p. 800.
  2. ↑ Karl Josef Klauer , Detlev Leutner: Teaching and learning. Introduction to instruction psychology. BeltzPVU, Weinheim 2007, p. 14.
  3. ^ BF Skinner : The science of learning and the art of teaching. In: Harvard Educational Review 24 (1954) 2, pp. 86-97.