Advances in Instructional Psychology - Vol. 5

Advances in Instructional Psychology - Vol. 5

Advances in Instructional Psychology - Vol. 5

Advances in Instructional Psychology - Vol. 5

Excerpt

The participation of cognitive scientists in the design and evaluation of educational and training environments continues to increase as current understanding of learning and development is applied to innovative instruction and teaching methods. In many of these programs, the developers initially progress from research and theory to practice. However, with further study, practical application raises significant issues for research and questions for underlying theory. This is characteristic of a mature science; in other fields efforts toward practical developments have made clear the interaction between application and theoretical concepts. A thoughtful analysis of the basic and applied research paradigm pointed out that:

The annals of research are replete with examples of work by investigators who were directly influenced both by the quest of general understanding and by considerations of use. Pasteur wanted to understand and to control the microbiological processes he discovered. Keynes wanted to understand and to improve the workings of modern economies. The physicists of the Manhattan Project wanted to understand and to harness nuclear fission. Langmuir wanted to understand and to exploit the surface physics of electronic components. The molecular biologists have wanted to understand and to alter the genetic codes in DNA material. (Stokes, 1997, p. 79)

In analogous ways, strong contributions to underlying knowledge for educational practice are now highly probable in cognitive science as a result . . .

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