A Study of the Learning by Discovery Controversy in Science Teaching.

Autor/in	Zubulake, George Richard
Titel	A Study of the Learning by Discovery Controversy in Science Teaching.
Quelle	(1970), (203 Seiten)Verfügbarkeit Ph.D. Dissertation, The University of Michigan...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Discovery Learning; Doctoral Dissertations; Educational Research; Instruction; Junior High School Students; Learning Processes; Programed Instruction; Science Education; Secondary School Science + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Teaching process; Unterrichtsprozess; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Learning process; Lernprozess; Naturwissenschaftliche Bildung
Abstract	The purpose of this study was to test the learning by discovery controversy. Three seventh-grade science classes of above average readers were selected and randomly assigned to one of three experimental treatments: discovery, guided discovery, or programed instruction. The instructional materials were derived from the Michigan Science Curriculum Committee-Junior High School Project materials, restructured in formats for each group. Major variables studied in the posttest and retention interval test sequences included achievement, understanding of processes, and attitude. A measure of the resultant questioning fluency of students was analyzed for each group. Results demonstrated that guided instruction was significantly superior to discovery instruction when immediate learning was the criterion, but if long term retention was the criterion, the results were not conclusive. There were no significant differences between groups on reference frame tests; but the guided discovery group was significantly better on the Welch Science Process Inventory. The guided discovery and discovery groups asked 35% and 12% more relevant questions, respectively, than did the directed group. Factors of intelligence and math achievement did not significantly contribute to the total groups' cognitive performance. Findings seem to favor guided discovery instruction. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-15,353, MF-$5.00, Xerography-$11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01