Several skills important to successful learning by discovery were found to be less essential to successful learning by rule. Results also supported the hypothesis that the outcome of discovery is the structural integration of previously known concepts, while the outcome of rule learning is the addition of new structure. (Authors)

Addresses the role of children's museums, recounting both positive experiences of meaningful interactions and negative encounters in which such interactions were discouraged or were too cursory. Suggestions for scaffolding children's discovery and problem-solving learning with children's museum activities are offered. (DB)

Stresses the importance of learner involvement, and adult patience and understanding, for a child's success in learning and consequently in living. (EB)

A laboratory study was performed with four levels of discovery and two levels on an overlearning factor. An improved experimental paradigm was chosen so as to avoid a number of confusions which have obscured previous research. An operational definition was developed for discovery and guided discovery and discovery teaching, and inquiry learning.…

The authors briefly review some of the empirical studies which have compared discovery learning with expository learning. Essentially, their study replicates an earlier one in which these learning strategies were compared on two dimensions: (1) immediate acquisition; and (2) retention of concepts. Subjects were 228 seventh graders who had not…

Paper presented at the Summer Meeting of the Alexander Graham Bell Association for the Deaf held in Philadelphia, June 24-27, 1970. Discussed are concepts of curriculum development, cognitive development, and educational methods with implications for the handicapped. (CB)

Distinguishes between problems" and exercises" in science teaching, and disscusses the use and abuse of problem-solving in physics instruction. Suggests that the essence of problem-solving is the element of creativity and challenge. The implications of this idea for science teaching is discussed. Bibliography. (LC)

The field dependent and independent dimensions of cognitive style focus on the individual's ability to perceive and manipulate a figure with or without a background. Research suggests that field dependence or independence does not significantly interact with expository or discovery teaching styles to heighten achievement. (Author/CMJ)

Types of learning with a strong emphasis on the responsibility of the learner (such as discovery learning) are gaining popularity over traditional forms of (expository) instruction. Discovery learning distinguishes itself by the central role of learning processes such as hypothesis generation (induction), experiment design, and data…

An illustration of the cognitive theory of inquiry teaching is presented in this paper in a tutorial dialogue on the nature of lenses. After a description of the goals of the method, the paper discusses the following ten general strategies inquiry teachers use to accomplish the goals: (1) selecting positive and negative exemplars, (2) varying…

A growing body of research indicates that formal discovery, or heuristic, procedures can enhance the composing process of sophisticated university students. Other studies suggest that below-average and average students can benefit from a similar approach. Specifically, the introduction of a model based on tagmemic heuristic theory in an adult…

This article proposed ways to interest preschool children in their future academic involvement without overcoming them with a fear of school. (RK)

Seeks to pin-point an assumption that underlies a great deal of current educational theory. The assumption is that knowledge is an indivisible whole, that distinctions made between different school subjects are thus arbitrary, and that one learning strategy--that of "discovery"--exists, trainable upon any enquiries and universally applicable once…