Situating knowledge in learning and instruction: Unanswered questions and future directions

Pricilla Karen Murphy, Bradford S. Woods

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

Within this article, we, as novice researchers in the field of educational psychology, take on the charge of delineating questions that appear unanswered in the massive body of knowledge research. In addition, we forward chartings for future research on knowledge pertaining specifically to its impact on learning and instruction.

Original languageEnglish (US)
Pages (from-to)141-145
Number of pages5
JournalEducational Psychologist
Volume31
Issue number2
DOIs
StatePublished - Jan 1 1996

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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