The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students
Data(s) |
23/10/2008
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Resumo |
This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn. |
Formato |
application/pdf |
Identificador |
http://digitalcommons.uconn.edu/nera_2008/30 http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1027&context=nera_2008 |
Publicador |
DigitalCommons@UConn |
Fonte |
NERA Conference Proceedings 2008 |
Palavras-Chave | #direct instruction #discovery learning #transfer #science instruction #elementary education #Curriculum and Instruction #Education #Science and Mathematics Education |
Tipo |
text |