According to Arthur Coladarci (1959), educational psychology is the empirical foundation of education in that it represents aspects of education that can be verified by experimentation, testing and observation, what might be called the scientific basis of education. In the final analysis, progress made in educational psychology is bounded to affect the philosophical bases of education. Much of the potential of educational psychology is lost if teachers do not, in effect, become educational psychologist in their own right. This means that teachers must apply scientific methods of their own classroom practice and must become objective, scientific observers as well as active participants, in the classroom setting. It also means that they must come to think of teaching (selecting methods and techniques of presenting material, constructing curriculum and courses of study) as a process of testing hypotheses about behavior.
Coladarci’s approach has the advantage of requiring teachers both to use the best data on which to base their decisions and to test the adequacy of these decisions by frequent checking and rechecking. It can also provide the basis for genuine professional growth. Indeed, where teachers are unable to use the methods and finding of educational psychology, they have no choice but to teach by habit, dogma, rule of thumb- methods based on pre-scientific concept of educational processes.
According to LaCrosse 1970, they can only fall back on their articles of faith. There are two points of view, both of which are consistent with educational psychology as it is developing today;
1. That of the applied scientist who is able to select, plan and evaluate teaching strategies calmly and objectively.
2. That of the skilled practitioner, artist or clinician, who has a feeling for the basics of human behavior, who respects both self and student and who is dedicated and committed to making teaching and learning as effective as possible.
How research finding of the both the experimental and the social psychologist often suggest causes, relationship and strategies that the practitioner might otherwise overlook, and how the hunches that emerge from emerge from classroom observation provide hypotheses that can be checked by the experimental and the social psychologist.
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