The Equivalence of Learning Paths in Early Science Instruction

Psychological Science - Tập 15 Số 10 - Trang 661-667 - 2004
David Klahr1, Milena K. Nigam2
1Department of Psychology, Carnegie Mellon University
2Center for Biomedical Informatics, University of Pittsburgh, Pittsburgh, PA, , US

Tóm tắt

In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

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Thông tin xuất bản

Psychological Science

Tập 15 Số 10

661-667

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