Thomas J. Shuell’s research while affiliated with University at Buffalo, The State University of New York and other places

Cognitive conceptions of human learning are discussed with regard to their implications for instructional-design theory. These cognitive conceptions of learning view learning as an active, constructive, cumulative, and goal-oriented process in which the learner plays a critical role. The nature of meaningful learning and the importance of affective and motivational - as well as cognitive - engagement are discussed. It is suggested that in order for students to learn from instruction, various psychological functions (attention, monitoring, etc.) must be engaged by either the instructional agent (e.g., teacher, textbook, etc.) or the student. One characteristic of these learning functions is that there is not a single best way to perform a given function; each may be accomplished in a number of equally appropriate and effective ways.

Seven hundred twenty-eight undergraduate and graduate students completed a questionnaire on the use of technology in one of their courses. Twenty courses, representing a wide range of academic disciplines, that used computer-based technologies in some way were included in the sample. Likert and open-ended items were used to assess the students' perceptions of the relative benefit of various types and uses of technology on their learning of course-related materials. Students were generally very positive about the use of technology, with no major differences across class-level (freshman to graduate). Although still positive about the use of technology, females rated the use of technology for learning and classroom instruction somewhat lower than their male peers. Several interesting connections were found between learning preferences of students and their evaluation of various uses of technology. Responses to the open-ended items corroborate and elucidate these general findings.

This article continues the dialogue initiated by Anderson et al. (1995) on the teaching of educational psychology to prospective teachers. It approaches the problem from the perspective of what educational psychology represents as a field and the way modem-day educational psychology can contribute to the preparation of teachers. The diversity that exists in the field, the long-standing tension between scientific theory and educational practices, and the adequacy of such metaphors as "middleperson" and "application" are among the issues discussed. The relation of educational psychology to other aspects of the teacher education program, topics that might be included and instructional methods that might be used in an educational psychology course, and implications of these issues for the preparation of doctoral students in educational psychology are also discussed.

The relationship between teaching and learning is examined from a perspective concerned with integrating the two phenomena along several dimensions. Traditionally, teaching and learning have been studied as separate entities. This discussion is based on the premise that within an educational context, teaching and learning are so intertwined in a dynamic and reciprocal process that they need to be considered as a single entity rather than as two separate ones. The need to consider the simultaneous effects of cognitive, affective, motivational, and developmental factors is also stressed. The evolution of research and theory on teaching and learning, along with issues associated with the application of psychological theory to educational practices, are examined for insights into the types of issues that need to be pursued in the next generation of research on the teaching-learning process. Several approaches to the application problem are critiqued, and examples of research that integrates concerns for teaching and learning are discussed.

The present study investigates the author's long-standing observation that prospective teachers majoring in the sciences (physics, chemistry, biology) and mathematics exhibit a “world view” very different from students majoring in English, literature, and history. Students in a pre-service course on educational psychology were asked to write an essay that compared and contrasted their experiences as a learner in two different school subjects, one in which they generally do very well, and another in which they generally do less well. Analysis of the essays revealed the presence of two distinct cultures among the students with regard to education and the learning of different school subjects. Many of the attitudes inherent in these cultures appear to have their roots in early home and school experiences. In some cases, it is difficult to reconcile the students' perceptions of teachers and school with what might reasonably be assumed to be a more “objective” description of these situations. Implications for teaching and teacher education are discussed.

The design of instructional computing systems is discussed within the context of current psychological theories of meaningful learning and teaching. It is suggested that twelve “learning functions” must be engaged by either the instructional agent or the student if effective learning is to occur and that each function can be elicited in a number of equally effective ways. Examples are provided of ways in which these learning functions can be incorporated into an instructional computing system, and the instructional design process as it relates to instructional computing is discussed.

The research literature is examined for evidence suggesting that in complex, meaningful learning the learner passes through a series of stages or phases during which the learning process and the variables influencing it change systematically. After discussing various conceptual and methodological issues, phase theories in both simpler and more meaningful forms of learning are reviewed. Finally, the initial, intermediate, and terminal phases of learning are discussed. It is suggested that during the initial phase of learning the individual typically acquires isolated facts that are interpreted in terms of preexisting schemata and added to existing knowledge structures. Gradually, the learner begins to assemble these pieces into new schemata that provide him or her with more conceptual power until a level of automaticity is achieved.

Some pre-instructional misconceptions held by children can persist through scientific instruction and resist changes. Identifying these misconceptions would be beneficial for science instruction. In this preliminary study, scores on a 60-item true-false test of knowledge and misconceptions about earthquakes were compared with previous interview results to determine whether or not both methods yield the same conclusions. An Earthquake Information Test (EIT), was administered to 194 students in grades 4 through 6 in Salt Lake City (Utah) and Buffalo (New York). Subjects included: 19 fourth graders from an urban public school in Buffalo; and 175 fourth, fifth, and sixth graders from an urban public school in Salt Lake City. The EIT contained scientifically correct statements interspersed with misconceptions previously expressed by students in individual interviews. The EIT was administered after most students had received some instruction about earthquakes. Students from Buffalo and a random sample from Salt Lake City were also individually interviewed. Internal consistency was calculated, and an item analysis was performed. Students could correctly choose scientifically acceptable answers while simultaneously choosing answers not compatible with science. The EIT was least reliable for grade 4 students. While a refined version of the EIT could provide useful information about student misconceptions, individual interviews should continue as a source of test questions and information about children's misconceptions. Five tables provide study data. A 25-item list of references is included. (SLD)