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Beginnings in Instructional Design and Culture
Abstract
If the history of the world is properly searched, the birth of innovation in learning theory as a practice and psychology as a science can be found in the literature of scholars across nations. In Germany, Wilheim A. Lay (1903) studied the relationship between psychology (i.e., memory, perception, muscle response) and the practice of teaching subject matter (i.e., reading, writing, and arithmetic). Lay believed that educational topics could benefit from an experimental approach that explored “not only the psychological but also the biological, anthropological, hygienic, economic, logical, ethical, aesthetic, and religious experiences of the pupil and his community by means of observation, statistics and the experiment (Lay, 1936, p. 139).” In Geneva, Edouard Claparède (1905) argued that the type of teaching should be dependent on the knowledge the child brings with them. Claparède believed that the learner needed to know how to learn in order to learn. Ernst Meumann (1907), in Germany, continued with this line of inquiry into experimental psychology and experimental pedagogy examining the application of psychology methods to pedagogical problems. Given the increased demands on children to learn more information, Meumann sought to develop psychologically based methods to improve teaching and learning.
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