Angebots-Nutzungs-Modelle in der Unterrichtspsychologie: Integration von Struktur- und Prozessparadigma

The author outlines the current, theory-related, status of pedagogical-psychological research on instruction. To that end, she structures the latest research developments along the lines of two different approaches: the paradigm of structure and the paradigm of process. Although teaching and learning are characterized as dynamic and process-oriented in both of these approaches, different research objectives, approaches, methods and paradigmatic interpretations are pursued. The paradigm of structure focuses on clearly definable features of instruction - aggregated over time - that predict learning outcomes. The paradigm of process, on the other hand, focuses on the theoretical modeling of ongoing processes; it specifies how features of instruction are related to one another and how this affects the learning processes. These findings are then, in turn, related to learning outcomes. Both paradigms are currently being integrated in utili-zation-of-learning-opportunities models. By differentiating between research approaches along the lines of these two paradigms, the contribution aims at providing an analytic framework for novice scholars to help them analyze and interpret empirical pedagogical-psychological studies that often focus on specific aspects of the rather complex utili-zation-of-learning-opportunities models.