Research on learning and instruction provides the basis for a theory-driven description, explanation and improvement of learning and teaching processes in learning situations which are frequently embedded within an institutionalised context. Learning and instruction research
does
not constitute
a clearly
demarcated
domain.
Rather,
it
combines
the theoretical
and
empirical
approaches
underlying
educational and instructional psychology with the approaches of educational research and the different subject-specific didactics. However, particular emphasis is placed on the teacher-learner interaction and on the participating agents in this process. Effects that can be located on the level of institutions or educational systems are taken into account as far as they influence the interaction between individuals to a significant extent. The use of empirical methods for testing models and theories is a fundamental
aspect of research on learning and instruction.
The department of research on learning and instruction brings together psychological and educational expertise. Research and teaching are focused on the cognitive and motivational determinants of learning and teaching. Considerable emphasis is placed on the investigation of cross-curricular competencies. With respect to the learner, this includes abilities for self-regulated learning, learning with new educational technologies or problem-solving. From the viewpoint
of the teacher, it embraces, for example, general pedagogical abilities.
