{"id":272,"date":"2004-01-28T20:42:24","date_gmt":"2004-01-29T01:42:24","guid":{"rendered":"http:\/\/studytools.psych.und.nodak.edu\/wordpress\/?p=272"},"modified":"2004-06-27T20:42:51","modified_gmt":"2004-06-28T01:42:51","slug":"hands-on-in-trouble","status":"publish","type":"post","link":"https:\/\/learningaloud.com\/blog\/2004\/01\/28\/hands-on-in-trouble\/","title":{"rendered":"Hands-On In Trouble"},"content":{"rendered":"

Several individuals on listservs I follow have recently been focused on what they perceive as efforts to end hands-on learning.<\/a> Educational Psychologists may also have encountered a recent article in the American Psychologist by Richard Mayer – “Should there be a three-strikes rule against pure discovery learning?” (2004, 59, 14-19).<\/p>\n

First, I do not read standards to exclude some student-guided work. In fact, I would argue that standards require students participate in some tasks that require decision-making, problem-solving, critical thinking, etc. I also think Mayer is correct in suggesting that allowing students to flounder about without guidance (scaffolding) is largely unproductive. I hope this issue is merely a matter of balance.<\/p>\n

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Several individuals on listservs I follow have recently been focused on what they perceive as efforts to end hands-on learning. Educational Psychologists may also have encountered a recent article in the American Psychologist by Richard Mayer – “Should there be a three-strikes rule against pure discovery learning?” (2004, 59, 14-19). First, I do not read … Continue reading Hands-On In Trouble<\/span><\/a><\/p>\n

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