In following the scientific and practical contributions of Pasteur (cite?), both field researchers and classroom educators would benefit from empirically supported and well-reasoned arguments on how instructional techniques can be used to maximize learning through motivation. The combination of both a psychological and educational understanding of how instruction influences learning would result in a less fragmented, more comprehensive focus for future research and current classroom application. Research comparing instructional methods often pits one technique against the other in hopes of determining a clear winner, however, such arguments do little to advance the field to a deeper understanding of how such techniques work separately to achieve similar goals. Often, contrasting perspectives of instruction have much to offer and the goal is to use the strengths of both ...
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