Educational psychology - theory, research, and teaching: a 25-year retrospective created by Dennis M. McInerney

By:

McInerney, Dennis M [author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 25, number 6,Oxfordshire: Taylor and Francis, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Epistemology -- Cognitive processes -- Cognitive psychology

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: This article presents a brief overview of developments in educational psychology over the last twenty-five years. It firstly presents an historical context by reviewing four basic emphases in educational psychology; cognitive psychology, behavioural psychology, social cognitive theory and humanism. The article then reviews the growth in cognitive psychology research by briefly examining developments arising from Piagetian, Vygotskian and information processing theories. The article examines the development of constructivist approaches to learning and teaching, and the growth in cognitive theories of motivation. Cross-cultural, methodological and other developments in educational psychology are also briefly examined. The article concludes with five paradoxes to stimulate the reader to consider some implications of this 25 year overview.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 25, no.6 (pages585-599)	Not for loan	For in house use only

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This article presents a brief overview of developments in educational psychology over the last twenty-five years. It firstly presents an historical context by reviewing four basic emphases in educational psychology; cognitive psychology, behavioural psychology, social cognitive theory and humanism. The article then reviews the growth in cognitive psychology research by briefly examining developments arising from Piagetian, Vygotskian and information processing theories. The article examines the development of constructivist approaches to learning and teaching, and the growth in cognitive theories of motivation. Cross-cultural, methodological and other developments in educational psychology are also briefly examined. The article concludes with five paradoxes to stimulate the reader to consider some implications of this 25 year overview.

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