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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

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

Elshout, Jan J.; Veenman, Marcel V. J. – Journal of Educational Research, 1992
The relationship between intellectual ability, working method, and learning was investigated with simulations in both structured and unstructured learning environments. High- and low-intelligence college students' thinking-aloud protocols were analyzed on quality of working method. Results indicated that both intellectual ability and working…
Descriptors: Cognitive Ability, Cognitive Style, College Students, Computer Simulation