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Direct linkMayer, Richard E. – American Psychologist, 2004
The author's thesis is that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning--practiced under the guise of cognitive constructivism or social constructivism--as a preferred instructional method. The author reviews research on discovery of problem-solving rules culminating in the…
Descriptors: Teaching Methods, Constructivism (Learning), Discovery Learning, Transfer of Training
Download full textMayer, Richard E. – 1974
A review is made of that literature which focuses on the relationship of instructional method, internal cognitive activity and performance measures. This includes literature concerned with the issue of "discovery versus reception learning" and the effects of different instructional methods on retention, delayed retention and transfer tasks. The…
Descriptors: Cognitive Processes, Discovery Learning, Instruction, Learning
Peer reviewedSolter, Aletha; Mayer, Richard E. – Journal of Educational Psychology, 1978
Forty-three preschoolers learned the concept of one-to-one correspondence by matched discovery, expository, or observational learning. The groups did not differ on short-term recall and near transfer, but the discovery group excelled on far transfer and delayed recall. The effect of guided discovery on broader learning outcomes was also discussed.…
Descriptors: Concept Formation, Conservation (Concept), Discovery Learning, Learning Activities
Peer reviewedMayer, Richard E. – Science Education, 1983
Discusses five instructional strategies for increasing the meaningfulness of technical or scientific information. These include organization of prose, use of concrete analogies as advance organizers, use of inserted questions in prose, elaboration activities such as note-taking and discovery learning. (JN)
Descriptors: Advance Organizers, Cognitive Processes, College Science, Discovery Learning
Peer reviewedMayer, Richard E. – Review of Educational Research, 1979
Three limitations of the Barnes and Clawson review (EJ 135 379), which concluded that advance organizers do not facilitate learning, are discussed. Several theories of the effects of advance organizers on internal cognitive processes are presented, and theory-related studies provide evidence that advance organizers can affect learning in…
Descriptors: Advance Organizers, Cognitive Processes, Discovery Learning, Educational Research
Mayer, Richard E. – 1981
Five instructional techniques for increasing the meaningfulness of technical or scientific information are summarized: (1) organization of prose; (2) use of concrete analogy and advance organizers; (3) use of inserted questions in prose; (4) elaboration activities such as note taking; and (5) discovery learning. Research on each technique is…
Descriptors: Advance Organizers, College Science, Discovery Learning, Educational Psychology
