Searching for Buried Treasure: Uncovering Discovery in Discovery-Based Learning

Autor/inn/en	Chase, Kiera; Abrahamson, Dor
Titel	Searching for Buried Treasure: Uncovering Discovery in Discovery-Based Learning
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 46 (2018) 1, S.11-33 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-017-9433-1
Schlagwörter	Discovery Learning; Grade 4; Grade 9; Problem Solving; Algebra; Mathematics Activities; Mixed Methods Research; Instructional Effectiveness; Experimental Groups; Control Groups; Heuristics; Technology Uses in Education; Barriers; Case Studies; Concept Formation; Mathematics Instruction; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; School year 04; 4. Schuljahr; Schuljahr 04; School year 09; 9. Schuljahr; Schuljahr 09; Problemlösen; Unterrichtserfolg; Heuristik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Mathematics lessons; Mathematikunterricht; Sekundarschüler
Abstract	Forty 4th and 9th grade students participated individually in tutorial interviews centered on a problem-solving activity designed for learning basic algebra mechanics through diagrammatic modeling of an engaging narrative about a buccaneering giant burying and unearthing her treasure on a desert island. Participants were randomly assigned to experimental (Discovery) and control (No-Discovery) conditions. Mixed-method analyses revealed greater learning gains for Discovery participants. Elaborating on a heuristic activity architecture for technology-based guided-discovery learning (Chase and Abrahamson 2015), we reveal a network of interrelated inferential constraints that learners iteratively calibrate as they each refine and reflect on their evolving models. We track the emergence of these constraints by analyzing annotated transcriptions of two case-study student sessions and argue for their constituting role in conceptual development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01