ABSTRACT
The scientific study of instructional methods has a long tradition in European pedagogics. The ability of teachers to master instructional methods and to use them in the right way was considered the principal part of their educational and didactical competence. “To teach didactically” first meant, as in the American tradition, a strong guidance of learning and a proceeding by little stages. Later this concept also included more complex abilities, such as finding interesting problems like incentives for learning, development of suitable learning materials, and support of independent learning. But in the 19th century there had been no empirical research, and in the beginning of the 20th century only little, on the European theories of instructional methods. Experiences about “good” instructional methods of especially qualified teachers were accumulated and the corresponding recommendations were collected in textbooks for teacher training. First, empirical investigations with pupils about methods of learning and exercising were carried out, for example by Meumann (1862-1915) in Germany and Decroly (1871-1932) in Belgium. But only since the 1960s has there been more complex research on instructional methods, which is derived from psychological theories and corresponds to the standards of empirical research in educational psychology.
