Learning for Life: An Ecological Approach to Pedagogical Research

David B. Daniel, Debra A. Poole

Research output: Contribution to journalArticlepeer-review

39 Scopus citations


The trend to convert laboratory findings on the conditions associated with optimal memory into recommendations for teaching strategies and learning aids will harm students if findings fail to generalize to students' usual learning environments. Moreover, it is likely that pedagogies function differently for students with different degrees of background knowledge, time, and interest in the subject matter; that some support activities will prevent students from honing their ability learn from narrative material without guided learning; and that an overuse of learning aids will tax students' ability to use them effectively. We contrast two approaches to developing pedagogy-memory first and pedagogical ecology-and explain how the human factors approach of pedagogical ecology could be a more satisfying model for the scholarship of teaching and learning.

Original languageEnglish
Pages (from-to)91-96
Number of pages6
JournalPerspectives on Psychological Science
Issue number1
StatePublished - 2009


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