Research on teaching and instruction revealed that the learner functions as a mediating variable determining both efficiency and efficacy of instruction. In this contri-bution one specific mediating variable is focussed upon, namely learners’ instructional conceptions or ideas about good instruction. The proposed theoretical framework suggests that these conceptions determine in interaction with a concrete learning environment the perception of this learning environment. Additionally, research findings are presented of what is known already with respect to this theoretical framework.
Departement Pedagogische wetenschappen. Afdeling Didactiek. Centrum voor Instructiepsychologie en -technologie.