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Peer reviewedGagne, Robert M.; Merrill, M. David – Educational Technology, Research and Development, 1990
Discusses the integration of multiple learning goals, or objectives, into instructional design procedures. Models of instructional design are described with emphasis on human performance factors; categories of integrative goals are explained, including denoting, manifesting, and discovering; and implications for the transfer of training are…
Descriptors: Behavioral Objectives, Discovery Processes, Instructional Design, Models
Peer reviewedDe Beaugrande, Robert – College Composition and Communication, 1979
Provides a model for the process of invention and illustrates it through an analysis of Shakespeare's 33rd sonnet. (DD)
Descriptors: Association (Psychology), Creative Thinking, Discovery Processes, Higher Education
Peer reviewedLiestman, Daniel – RQ, 1992
Describes and provides examples for six approaches and factors related to serendipity in library research: coincidence; previent grace (i.e., the prior organization of information); synchronicity (i.e., hidden patterns and forces); perseverance; altamirage (i.e., idiosyncratic behaviors); and sagacity (i.e., intuition and skill). The stigma…
Descriptors: Behavior Patterns, Discovery Processes, Information Seeking, Librarians
Peer reviewedKneupper, Charles W. – Communication Education, 1983
Reviews Kenneth Pike's tagmemic theory and its application to rhetorical concerns generally. Explains his epistemological assumptions. Presents a model for speech classroom use, which allows rhetors to channel their thought processes consciously and to vary their perspectives in search of a fuller understanding of any subject. (PD)
Descriptors: Discovery Processes, Epistemology, Higher Education, Inquiry
Structuring an Adult Learning Environment. Part IV: Establishing an Environment for Problem Solving.
Frankel, Alan; Brennan, James – 1983
Through the years, many researchers have advanced theories of problem solving. Probably the best definition of problem solving to apply to adult learning programs is Wallas' (1926) four-stage theory. The stages are (1) a preparation, (2) an incubation period, (3) a moment of illumination, and (4) final application or verification of the solution.…
Descriptors: Adult Education, Adult Learning, Adult Programs, Discovery Processes
Peer reviewedHood, Philip – Language Learning Journal, 1994
Offers practical suggestions for a coherent approach to the teaching of grammar in foreign language classrooms. As a context for the ideas offered, the article synthesizes some of the views expressed by recent writers on this subject. The model outlined provides a basis for work designed to focus more on accurate use of language than on…
Descriptors: Concept Formation, Discovery Processes, Foreign Countries, Grammar
Peer reviewedCannella, Gaile S.; Reiff, Judith C. – Teacher Education Quarterly, 1994
Examines specific applications of constructivism in teacher education and its relevance for teachers, focusing on how the development of empowered learners can be facilitated by examining how individuals construct concepts. Presents educational practices and guidelines within higher education programs that facilitate the development of teachers as…
Descriptors: Cognitive Style, Constructivism (Learning), Discovery Processes, Educational Change
Download full textNovak, John M. – 1987
This paper argues that just as imagination has been important for the inception and promotion of invitational education, it is also necessary for the development of inviting research strategies. Applying the educative process to the study of inviting, recommendations are made for relating the constituent parts of the inviting stance (optimism,…
Descriptors: Affective Objectives, Creative Thinking, Discovery Processes, Educational Attitudes
