VIC363H1 Chapter Notes - Chapter 4: Discovery Learning, Direct Instruction, Cognitive Load
19 Apr 2016
School
Department
Course
Professor
Document Summary
Outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions. However, outcomes were favorable for enhanced discovery when compared with other forms of instruction. Feedback, worked examples, scaffolding, and elicited explanations do. Discovery learning allows learners to interact with materials, manipulate variables, explore phenomena, and attempt to apply principles affords them with opportunities to notice patterns, discover underlying causalities: posit the child/learner at the center of the learning process. Disagreement as to what constitutes effective discovery learning methods and how and when such methods should be applied. What exactly constitutes a discovery-learning situation is yet undetermined. Of discovery based learning tasks: implicit pattern detection, elicitation of explanations, working through manuals, conducting simulation. Bruner emphasized that such discovery-based learning could enhance the entire learning experience. Klahr (2009) and others: there are times when more explicit instruction or at least directive guidance is optimal, may be more time efficient to instruct learners directly and then to.
