A Comparison of Guided Discovery, Discovery and Didactic Teaching of Math to Kindergarten Poverty Children

Anastasiow, Nicholas J.; Sibley, Sally A.; Leonhardt, Teresa M.; Borich, Gary D.

doi:10.3102/00028312007004493

Cited by 13 publications

(8 citation statements)

References 4 publications

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“…VanLehn et al (2005) found that direct explicit training in physics problem-solving was successful at helping students set up free-body diagrams and write and solve equations, and Chi and Van Lehn (2007) found this accelerated students' learning and transferred to new areas. Support is also found in Anastasiow et al (1970), Chen andKlahr (1999), DataWORKS Educational Research (2012), Education Consumers Foundation (2011), Egan and Greeno (1973), Holliday and McGuire (1992), Klahr (2000Klahr ( , 2002, Klahr and Nigam (2004), Klauer (1984), Mayer (1979), Shuell (1986), Tennyson and Cocchiarella (1986), Walberg (1991), Wright and Nuthall (1970), and Yeany and Miller (1983). In A Time for Telling, Schwartz and Bransford (1998) argue that direct exposition and explanation can be very effective cognitively once students are adequately prepared to actively process and accommodate the information presented.…”

Section: Direct Instructionsupporting

confidence: 52%

“…This research is typically cited by policy documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2011). The findings, however, are mixed, and a few even negative, with respect to the efficacy of inquiry instruction for conceptual understanding of core ideas (e.g., Anastasiow et al 1970;Ausubel 1961aAusubel , b, 1962Craig 1956;Ivins 1985;Kersh 1962;Shulman and Keislar 1966;Tai and Sadler 2009;Wittrock 1964). Given the large number of research studies and the varied results, researchers have used meta-analyses to try to reach a conclusion.…”

Section: Inquiry Instructionmentioning

confidence: 99%

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Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

et al. 2017

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Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is no simple task to determine what teaching approaches might be most effective and for what purposes. Research into relative efficacy faces considerable challenges, with confounding factors, ambiguities, conflations, and lack of controls being threats to validity. We provide a conceptual framework characterizing the many teaching strategies found in practice as being variants of two fundamental contrasting epistemic modes, and we disentangle conflations of terms and confusions of constructs in both teaching practice and research. Instructional units for two science topics were developed in parallel in the alternative epistemic modes, differing in concept learning paths but otherwise equivalent. We conducted a randomized controlled study of the comparative efficacy of the two modes for learning core disciplinary ideas, using operationally defined active-direct and guided-inquiry teaching methods. Five middle school teachers taught each unit in both modes over 4 years of classroom trials in an 8-day summer program for eighth grade students. Student understanding of core ideas was assessed using pre-and post-tests, and learning gains were analyzed by mode, teacher, topic, and trial year. Although routes to concept understanding were very different in the two modes, eventual student learning gains were similar, within statistical variation. Efficacy variations between and within teachers were greater than between modes, indicating the importance of teacher effects on student achievement. Findings suggest that teachers need not be bound to one mode throughout and can flexibly decide on the pedagogical approach for each concept and situation, on several grounds other than efficacy of core content acquisition alone.

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Section: Direct Instructionsupporting

confidence: 52%

Section: Inquiry Instructionmentioning

confidence: 99%

Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

et al. 2017

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“…These two teaching strategies have interacted with measures of general mental ability CLT Scores (1,2,3,12,30,36,41), verbal ability (26,27), deductive and inductive reasoning abilities (11,25), sex (2,34,40), anxiety (5,37,38,39) and extroversion (28,43). Because deductive and inductive methods are widely advocated and practiced, their effects among different students need to be examined further.…”

Section: Resultsmentioning

confidence: 99%

Interactions between Instructional Methods and Styles of Concept Learning

Wright

1977

The Journal of Educational Research

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“…However, the relative superiority of the older high intelligence group in the egrule treatment contradicts Hermann's earlier conclusions (Hermann, 1969) about the interaction of intelligence and egrule versus ruleg teaching methods. Anastasiow, Sibley, Leonhardt, and Borich (1970) reported a related study.…”

Section: Inductive and Deductive Treatmentsmentioning

confidence: 96%

“…Without making fine distinctions between guided discovery, discovery, ruleexample (ruleg) methods, example-rule (egrule) methods, inductive teaching, Anastasiow et al (1970) Tanner (1968 deductive Shadbolt & Leith (1967) Barrish (1970) Tallmadge (1968) Concept Keislar & Stern (1970) learning Nuthall (1968) Mathemagenic Allen (1970) or questioning Berliner (1971) strategies Hollen (1971) Programmed Ripple et al (1969) Beane (1965) Reed (1961) and the like, we have placed together studies whose major concern seems to be with inductive-deductive strategies of teaching. More extensive discussions of the various approaches can be found in Ausubel (1963) and Shulman and Keislar (1966).…”

Section: Inductive and Deductive Treatmentsmentioning

confidence: 99%