Applying Psychological Theories to Educational Practice

Autor/in	Sternberg, Robert
Titel	Applying Psychological Theories to Educational Practice
Quelle	In: American Educational Research Journal, 45 (2008) 1, S.150-165 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207312910
Schlagwörter	Educational Practices; Psychology; Theories; Teaching Methods; Intelligence; Ability; Creative Thinking; Thinking Skills; Multiple Intelligences; Theory Practice Relationship; Learning + Suchen Sie Ihr Suchwort? Bildungspraxis; Psychologie; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligenz; Klugheit; Fähigkeit; Fertigkeit; Kreatives Denken; Denkfähigkeit; Intelligenz (Psy); Theorie-Praxis-Beziehung; Lernen
Abstract	Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10