虽然教育心理学家声称他们把教学建立在科学的基础上，因为他们对人类的行为、思维和学习以及教学设计进行了系统的科学研究，但有许多因素将其描述为一种艺术。教室里发生的事情往往是自发的，无法预测的。这需要教师的直觉，或凭感觉行动的能力，而不是事实知识。我们不可能给老师们提供一个神奇的公式来让他们变得有效，也不可能给他们提供一个应对各种情况的方法。此外，由于没有一套单一的科学标准，很难准确和一致地评价个别教师的教学成绩。最后，有些教师似乎是天生的教育者，但很难界定他们与其他教师的区别。老师试图每一个行动都基于科学证据可能遇到刚性和机械他或她的学习者相比之下,教师忽略了科学知识教学和学习可能无效的应用原则和方法(1993年贝赫尔和雪人,20)。教育心理学家和其他教育家所做的科学研究可以向教师介绍扩展他们能力或能力的教学原则和理论。基于科学基础的教学有助于教师避免陷入追随最新潮流的陷阱(一种时髦但未经证实的教学方法)。如果教学纯粹是一门艺术，那么有效的教学将取决于教师的天赋或多年的实践。但是，已经有大量的科学研究和研究验证的教学实践被证明可以提高教师的表现和学习者的成就。
澳洲墨尔本作业代写:教育心理学家
While educational psychologists claim that they have put teaching on a scientific footing because they conduct systematic scientific research into human behavior, thinking and learning, and instructional design, there are many elements that characterize it as an art. Events inside the classroom are often spontaneous and unpredictable. These require a teacher’s intuition, or the ability to act on a feeling, instead of factual knowledge. It is impossible to provide teachers with a magic formula that makes them effective, or a recipe to handle every circumstance that arises. Further, it is difficult to evaluate the teaching performance of individual teachers accurately and consistently because there is no single set of scientific criteria to do so. Finally, some teachers appear to natural educators, but it is hard to define what sets them apart from others. A teacher who attempts to base every action on scientific evidence may come across as rigid and mechanical to his or her learners .By contrast, a teacher who ignores scientific knowledge about teaching and learning runs the risk of applying principles and methods that are ineffective (Biehler and Snowman 1993, 20). Scientific research done by educational psychologists and other educationalists can introduce teachers to principles and theories of teaching that extend their ability or competence. Teaching from a scientific basis helps teachers avoid the pitfalls of subscribing to the latest fad (a fashionable but unproven method of teaching). If teaching is purely an art, then effective teaching would be determined by the teacher’s natural talent or by long years of practice. But, there is a sizeable body of scientific research and research-validated instructional practices that have been shown to improve teacher performance and learners’ achievement.