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Russo, James; Hopkins, Sarah – Journal of Educational Research, 2019
Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 1, Grade 2
Hushman, Carolyn J.; Marley, Scott C. – Journal of Educational Research, 2015
The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…
Descriptors: Elementary School Students, Self Efficacy, Science Education, Science Instruction

Wiesner, Carol – Journal of Educational Research, 1971
Descriptors: Comparative Analysis, Discovery Learning, Teaching Methods

Jacka, Brian – Journal of Educational Research, 1985
An ambiguity in Gagne and Briggs' model of instructional design was investigated using treatments which contrasted verbal expository and guided discovery forms of presentation. Analysis found the guided discovery method as effective as the expository method on all measures. Implications are discussed. (Author/MT)
Descriptors: Discovery Learning, Elementary Education, Grade 6, Instructional Design

McLeod, Douglas B.; Adams, Verna M. – Journal of Educational Research, 1979
No significant interaction was found between the field independent cognitive style and the level of guidance in mathematics instruction in a study involving prospective elementary school teachers. (Editor)
Descriptors: Cognitive Style, Discovery Learning, Elementary School Teachers, Individual Instruction

Andrews, John D. W. – Journal of Educational Research, 1984
Discovery and expository learning were compared in a study of independent and dependent learners enrolled in a college chemistry course. Discovery learning was found to be superior for both groups of learners, with independent students performing better than dependent students using discovery learning. (Author/DF)
Descriptors: Chemistry, Cognitive Style, Discovery Learning, Higher Education

Laney, James D. – Journal of Educational Research, 1993
Examined the effectiveness of experienced-based versus other experiential learning. First graders participated in experience-dictation, experience-debriefing, or debriefing-only groups. Pre- and posttesting probed students' understanding of 10 basic economic concepts and use of cost-benefit analysis in decision making. Findings supported the…
Descriptors: Concept Teaching, Cost Effectiveness, Decision Making, Discovery Learning