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Does Discovery-Based Instruction Enhance Learning?

Alfieri, L, Brooks, PJ, Aldrich, NJ and Tenenbaum, HR (2011) Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 103 (1). pp. 1-18.

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Abstract

Discovery learning approaches to education have recently come under scrutiny (Tobias & Duffy, 2009), with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assisted discovery versus other types of instruction (e.g., explicit, unassisted discovery). Random effects analyses of 580 comparisons revealed that outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions (d = -0.38, 95% CI [-.44, -.31]). In contrast, analyses of 360 comparisons revealed that outcomes were favorable for enhanced discovery when compared with other forms of instruction (d = 0.30, 95% CI [.23, .36]). The findings suggest that unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do. © 2010 American Psychological Association.

Item Type: Article
Divisions : Faculty of Health and Medical Sciences > School of Psychology
Authors :
AuthorsEmailORCID
Alfieri, LUNSPECIFIEDUNSPECIFIED
Brooks, PJUNSPECIFIEDUNSPECIFIED
Aldrich, NJUNSPECIFIEDUNSPECIFIED
Tenenbaum, HRUNSPECIFIEDUNSPECIFIED
Date : 2011
Identification Number : 10.1037/a0021017
Related URLs :
Additional Information : This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
Depositing User : Symplectic Elements
Date Deposited : 02 Apr 2014 13:26
Last Modified : 09 Jun 2014 13:36
URI: http://epubs.surrey.ac.uk/id/eprint/804096

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