Reinventing Discovery Learning: A Field-Wide Research Program

Autor/inn/en	Abrahamson, Dor; Kapur, Manu
Titel	Reinventing Discovery Learning: A Field-Wide Research Program
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 46 (2018) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abrahamson, Dor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-017-9444-y
Schlagwörter	Discovery Learning; Educational Research; Instructional Design; Educational Philosophy; Research Projects; Heuristics; Failure; Epistemology; Educational Games; Problem Solving; Simulation; Electronics; Algebra; Traffic Safety; Athletics; Models; Computer Uses in Education; Science Education; Mathematics Education; Video Games; Training + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Bildungsforschung; Pädagogische Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsphilosophie; Erziehungsphilosophie; Forschungsvorhaben; Heuristik; Erkenntnistheorie; Educational game; Lernspiel; Problemlösen; Simulation program; Simulationsprogramm; Elektronik; Leichtathletik; Analogiemodell; Computernutzung; Naturwissenschaftliche Bildung; Mathematische Bildung; Video game; Videospiel; Videospiele; Ausbildung
Abstract	Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective "video games," and intercorporeal master-student training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01