The purpose of this paper is to open lines of thinking about discovery learning not tried before. This effort is a strident attempt to establish new insights and outlooks that will improve the language, theory, and practices connected with this teaching method. (Author/MK)

Describes three major difficulties plaguing most discovery-learning teaching systems and presents a theoretical operational approach for offsetting these difficulties. (SL)

This study is one of several conducted by the authors in their investigation of the use of "higher order rules" in the solution of problems. The focus of the current experiment was determination of the compatibility of identified rules with the knowledge of average teenagers, and of the extent to which instruction in higher order rules…

A keynote address given at annual conference of National Association for the Teaching of English (7th, University of Exeter, England, April 10-13, 1970). (RD)

This inquiry began with the observation that learning from instruction is radically more efficient for obtaining information than learning by discovery. A series of seven experiments was conducted to determine some of the factors involved in learning from verbal instruction. The perspective adopted was that of communication theory, in which the…

The learning of mathematics is presented as a cognitive process rather than as a behavioristic one. A generative model of mathematics learning is described. Learning with understanding can occur with discovery or reception treatments. Relevant empirical research is discussed and implications for teaching mathematics as a generative process are…

This publication is designed for educators, researchers, and students in both school and university audiences. In an effort to give a more in-depth analysis of the Inquiry Type Science Curricula, this publication defines its terms, describes goals and objectives of modern science curricula, gives a history of, reasons for, and description of…

Discusses Piaget's and Skinner's approaches to instruction and indicates the possibility of a muddled education system through the superimposition of the new theories on the older ones. (CC)

The mathematics laboratory is described as being not just the use of concrete teaching aids but involving a new philosophy of how children learn and the teacher's role in the facilitation of learning. (CP)

Reported is the everyday teaching and curriculum planning activities of the Madison Project, operated by teachers and mathematicians. Two kinds of informal explanatory experiences are provided in order to involve students in the discovery of significant mathematical concepts--experiences where children do something and experiences where a…

The exploration mode of content presentation is discussed. (MP)

Patterns of addends are investigated. The activity is related to Dienes' learning theory. (DT)

This study was designed to compare the effects of three methods of mathematics instruction on variables related to transfer of learning. The three methods compared were expository, rule-and-example, and discovery; the dependent variables involved representational, contextual, and difficulty components of the domain of transfer, Students (N = 180)…

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…