Educational Psychology

One of my publications is

Taber, K. S. (2023). Educational Psychology. In B. Akpan, B. Çavaş, & T. Kennedy (Eds.), Contemporary Issues in Science and Technology Education (pp. 193-207). Springer/ICASE.

This volume commemorates the 50th anniversary of ICASE: the International Council of Associations for Science Education

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Abstract:

This chapter provides a brief survey of key areas of work in educational psychology that are relevant to science and technology education. The chapter offers an introduction, accessible to general professional readers such as teachers, which seeks to: highlight the relevance and value of educational psychology for those working in education; indicate the breadth of the field and some of the key concepts and theoretical areas; introduce key areas of research into teaching informed by psychological perspectives; and encourage readers to consider exploring some of these topics in more depth. The diverse nature of perspectives and methodologies adopted in psychology, and the challenge of studying mental events, are highlighted. The preponderance of informal references to mental phenomena in everyday discourse (the 'mental register') is acknowledged as tending to make some psychological constructs seem more directly accessible and widely understood than is actually the case. Among the topics considered are 'theory of mind', perception, memory, cognitive development, scaffolding learning, metacognition, intelligence, giftedness, motivation and individual differences.

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