Implications of Research in the Psychology of Learning for Science and Mathematics Teaching

Abstract

RESEARCH in the psychology of learning may be likened to basic research in the physical sciences. The facts discovered by basic research in science are the foundation for new applications of science in industry, education, and government. Similarly, research in learning may be the basis for the development of new technics, new materials, and new evaluation instruments in the classroom. An attempt has been made in this chapter to select those studies of learning that appear to have a direct bearing on mathematics and science education. It was the original intent of the writer to survey only those studies of learning during the past six years considered to be significant in their design and execution. However, very few studies that satisfy statistical requirements such as randomness, replication, and the use of controls were found, nor were there many studies of important permanent learning. The paucity of research on learning is illustrated by the absence of studies on problem solving. For example, no study on general problem solving was found comparable to the study by Buswell and Kersh (18) on patterns of thinking in solving arithmetical problems.