Learning by Discovery

Hermann, G. D.

doi:10.1080/00220973.1969.11011167

Cited by 85 publications

(5 citation statements)

References 18 publications

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“…An early review of discovery learning studies indicated that it leads to greater transfer, especially for tasks that are more complex or novel, compared to rule-example (deductive) methods of instruction (Hermann, 1969). A key factor in the effectiveness of discovery learning methods is the amount and type of guidance provided to learners.…”

Section: Creating Well-defined Knowledge Structuresmentioning

confidence: 99%

“…A key factor in the effectiveness of discovery learning methods is the amount and type of guidance provided to learners. Guidance can include the following types: giving answers to problems; providing leading questions or hints to learners; varying the size of steps in instruction; and providing prompts without giving solutions (Hermann, 1969;Kamouri, Kamouri, & Smith, 1986).…”

Section: Creating Well-defined Knowledge Structuresmentioning

confidence: 99%

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Building adaptive expertise: Implications for training design strategies.

Smith¹,

Ford

Kozlowski³

1997

Training for a Rapidly Changing Workplace: Applications of Psychological Research.

161

176

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A design training environments and experiences to enhance learning and the transfer of trained knowledge and skills to the job. A review of training design research in the industrial-organizational psychology literature identified a number of design characteristics that should lead to the training outcomes of acquisition, retention, maintenance, and generalization of skills (Baldwin & Ford, 1988). Design characteristics such as overlearning, the conditions of practice, feedback, variability, and the incorporation of identical elements have been used in training programs to facilitate learning and transfer. A limitation of the industrial-organizational training design literature is that the majority of the research has used simple tasks, and training has been evaluated using criteria of immediate reproduction and short-term reten tion (Baldwin & Ford, 1988). As a consequence, the design strategies currently in use are most relevant when trainees must reproduce behaviors or motor skills as closely as possible to the training material.However, jobs today require individuals to become more adaptable in performing tasks. Advances in technology have created jobs that are more cognitively complex and demanding. The shift from manufacturing to service jobs has increased the importance of "softer" skills such as interpersonal and problem solving skills (Goldstein & Gilliam, 1990). As a consequence, the problems faced in many jobs are unstructured and ill-defined. As task demands become less predictable, the traditional industrial-organizational perspective to training design has diminishing relevance (Ford & Kraiger, 1995; Howell & Cooke, 1989).

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Section: Creating Well-defined Knowledge Structuresmentioning

confidence: 99%

Section: Creating Well-defined Knowledge Structuresmentioning

confidence: 99%

Building adaptive expertise: Implications for training design strategies.

Smith¹,

Ford

Kozlowski³

1997

Training for a Rapidly Changing Workplace: Applications of Psychological Research.

161

176

View full text Add to dashboard Cite

show abstract

“…Despite these examples, empirical evidence regarding the value of discovery learning is mixed. A number of variables can interact with mode of instruction, including time since learning, difficulty of learning task, difficulty of transfer task, age of individuals, materials and task, prior relevant knowledge, requirement to verbalize learned principles, presentation of rules or principles to discovery groups, amount of guidance, and intelligence of participants (Hermann, 1969).…”

Section: General Advantages Of Active Discovery Learningmentioning

confidence: 99%

“…Though the empirical evidence is mixed, there is some support for the idea that there are advantages to discovery learning. Hermann (1969) reviewed a variety of discovery learning experiments. He concluded that, overall, the discovery method resulted in better transfer but that providing examples of rules that can be used to solve the prob lems resulted in better retention.…”

Section: General Advantages Of Active Discovery Learningmentioning

confidence: 99%

The use of animation in software training: Pitfalls and benefits.

Atlas¹,

Cornett²,

Lane³

et al. 1997

Training for a Rapidly Changing Workplace: Applications of Psychological Research.

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The power of computers has increased so much over the past few years that even personal computers are now practical platforms for training methods using graphics, sound, and animation. The use of multimedia in training has widespread applicability. However, in this chapter we focus on the use of multimedia to train people how to use software.Changes in available hardware have made multi-media-based training practical at a time when changes in software have made it a p pear necessary. Graphical user interfaces (GUIs; e.g., the Macintosh o p erating system, Microsoft Windows, and related software) are typically easier for new users to learn than command-based systems (Temple, Barker, & Sloane, 1990). However, their widespread adoption places new demands on the traditional process of using text-based instructions to train people to use software applications. Command-based software can be taught well with simple text instructions because the user interacts with the software simply by entering a defined sequence of commands for each operation performed. However, GUIs require multiple operations at different locations on the screen as well as choices from specific menus. Because users interact with graphical objects, it is help ful to demonstrate what the different objects look like, where they are located, and so forth. Thus, presenting training information visually seems more appropriate for teaching the use of these systems. Users can see how to perform procedures and can immediately observe the 28 1

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“…Model pembelajaran Discovery Learning merupakan salah satu model pembelajaran yang diterapkan pada kurikulum 2013 karena mendukung penerapan pendekatan saintifik dan dapat membawa siswa untuk berpikir tingkat tinggi (Higher Order Thinking/HOT). Model DL (Discovery Learning) merupakan salah satu model pembelajaran yang diperkirakan mampu mengembangkan belajar mandiri (Hermann, 1969;Rumelhart & Zipser, 1985). Discovery Learning, diharapkan bahwa model pembelajaran ini dapat menjadi alternatif untuk meningkatkan hasil belajar dan kemampuan siswa dalam memahami konsep keterampilan menulis cerita fiksi serta meminimalisir tingkat kesulitan belajar menulis.…”

Section: Pendahuluanunclassified

Memperkuat Jati Diri Bangsa Dengan Menerapkan Model Discovery Learning Dalam Pembelajaran Menulis Cerita

Cahyani,

Munirah,

Yuliandra

et al. 2024

konfiks

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Keterampilan menulis menjadi hal yang perlu diperhatikan saat ini karena merupakan kemampuan penting dalam berkomunikasi untuk menyampaikan suatu maksud dan tujuan, meningkatkan kreativitas, dan menjadi ciri dari bangsa terpelajar yang kreatif dan imajinatif. Kenyataannya keterampilan menulis kita secara umum sangat rendah. Ini terlihat dari minimnya produk dan kualitas tulisan yang dihasilkan. Hal ini dikarenakan sedikitnya porsi pemberian latihan menulis yang disediakan guru di kelas, kurangnya kreativitas dalam penggunaan model pembelajaran yang dapat merangsang siswa untuk menulis, dan rendahnya kebiasaan membaca siswa.Penelitian ini bertujuan untuk melihat efektivitas pembelajaran dengan menggunakan model Discovery Learning (DL). Penelitian ini merupakan penelitian kuasi eksperimen nonequivalent control group design. Sampel penelitian ialah siswa kelas IV SD di Kecamatan Purwakarta.Teknik pengumpulan data dalam penelitian menggunakan tes menulis, observasi, dan wawancara. Keterampilan menulis dinilai melalui rubrik yang telah divalidasi dosen ahli. Analisis data dalam penelitian ini menggunakan statistik inferensi yang meliputi uji normalitas, uji homogenitas, dan uji t. Hasil penelitian menunjukkan bahwa model DL dapat meningkatkan efektifitas keterampilan menulis cerita fiksi, dibuktikan dari nilai post tesyang lebih besar. Hal ini disebabkan karena model DL memungkinkan siswa mengeksplorasi, mengklasifikasi, dan memanfaatkan data lebih banyak sehingga meningkatan imajinasi, pemilihan dan pembendaharaan kata serta kreativitas siswa. Kesemuanya membantu siswa menulis lebih baik. Perlu dikembangkan model discory leraning yanglebih adaktif untuk penelitian selanjutya.

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Learning by Discovery

Cited by 85 publications

References 18 publications

Building adaptive expertise: Implications for training design strategies.

Building adaptive expertise: Implications for training design strategies.

The use of animation in software training: Pitfalls and benefits.

Memperkuat Jati Diri Bangsa Dengan Menerapkan Model Discovery Learning Dalam Pembelajaran Menulis Cerita

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