Abstract
The topic of this essay, current research in the psychology of learning and teaching, is itself a model of ill-founded presumption. It exemplifies in its choice of words nearly all the errors of both arrogance and ignorance that an instructor or a designer of instruction can perpetrate. Examine the components of this title to discover the grounds for our claim. We first refer to “current” research. But what does the term “current” imply? Does our audience share our conception of what is already past? Do our readers hold a common understanding of the history of this research domain that would render them equally interested in learning of its current state?
We gratefully acknowledge the assistance we have derived from Anderson and Smith’s (in press) forthcoming chapter on research on science teaching. Their recent paper provided us with a rich source of information which was helpful in the preparation of this chapter.
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Shulman, L.S., Ringstaff, C. (1986). Current Research in the Psychology of Learning and Teaching. In: Weinstock, H., Bork, A. (eds) Designing Computer-Based Learning Materials. NATO ASI Series, vol 23. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-82654-2_1
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DOI: https://doi.org/10.1007/978-3-642-82654-2_1
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