{"id":367,"date":"2004-11-05T14:49:45","date_gmt":"2004-11-05T19:49:45","guid":{"rendered":"http:\/\/studytools.psych.und.nodak.edu\/wordpress\/?p=367"},"modified":"2004-11-05T14:49:45","modified_gmt":"2004-11-05T19:49:45","slug":"direct-instruction-vs-discovery","status":"publish","type":"post","link":"https:\/\/learningaloud.com\/blog\/2004\/11\/05\/direct-instruction-vs-discovery\/","title":{"rendered":"Direct Instruction vs. Discovery"},"content":{"rendered":"

In June, the Monitor On Psychology<\/a> contained the summary of a research study contrasting discovery learning with direct instruction. The summary (the original is not freely available online) describes a study by Klahr, Chen and Fey that either directly instructed 3rd and 4th graders how to form meaningful hypotheses regarding the question of how the steepness and length of a ramp influence how far a ball rolls from the end of a ramp or allowed the children to explore the ramp on their own. The children learned and were more likely to transfer understanding when directly instructed.<\/p>\n

My concern is that educators will confuse pure “discovery learning” and student-centered learning. Way back when, Ausubel differentiated direct instruction from discovery learning and noted that both could result in meaningful or rote learning. I would guess Ausubel would label a technique in which “teachers did not intervene beyond suggesting a learning objective” as rote discovery.<\/p>\n

Note in the analysis of this study, one critic noted that “I would like to see a replication with guided discovery.” So would I. <\/p>\n

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In June, the Monitor On Psychology contained the summary of a research study contrasting discovery learning with direct instruction. The summary (the original is not freely available online) describes a study by Klahr, Chen and Fey that either directly instructed 3rd and 4th graders how to form meaningful hypotheses regarding the question of how the … Continue reading Direct Instruction vs. Discovery<\/span><\/a><\/p>\n

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