A Comparison of Guided Discovery, Discovery and Didactic Teaching of Math to Kindergarten Poverty Children

Anastasiow, Nicholas J.; Sibley, Sally A.; Leonhardt, Teresa M.; Borich, Gary D.

doi:10.2307/1161832

Cited by 2 publications

(2 citation statements)

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“…Several investigators have studied the effects of discovery methods for instructing children in mathematical concepts (Anastasiov, Sibley, Leonhardt, & Borisch, 1970;Olander & Robertson, 1973;Peters, 1970). The results, as with those cited above, are contradictory.…”

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confidence: 99%

Broader transfer produced by guided discovery of number concepts with preschool children.

Solter

Mayer²

1978

Journal of Educational Psychology

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In two experiments, 43 preschoolers learned the concept of one-to-one correspondence to identical behavioral criteria by matched discovery, expository, or observation methods of instruction. Performance on a subsequent posttest, administered by a "blind" experimenter, revealed a pattern in which the groups did not differ on short-term recall and near transfer, but the discovery group excelled on far transfer (conservation) and delayed recall. The effect of guided discovery on the acquisition of broader learning outcomes was discussed.

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confidence: 99%

Broader transfer produced by guided discovery of number concepts with preschool children.

Solter

Mayer²

1978

Journal of Educational Psychology

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“…In this way, the current study maps onto the broader literature on playful learning, which demonstrates that forms of guided play can be equally or more effective than direct instruction in bolstering learning outcomes and engagement in young children 12,13 . Guided play has also been referred to as "enhanced learning", "inquiry-based learning", "guided discovery learning", and even more broadly, "child-centered learning" among many other terms 12,[14][15][16][17] . The multitude of terms used to describe guided play is indicative of the fact that this construct is also inconsistently defined and measured across studies.…”

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confidence: 99%

Pedagogical questions promote causal learning in preschoolers

Daubert

Yu²,

Grados

et al. 2020

Sci Rep

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What maximizes instructional impact in early childhood? We propose a simple intervention employing “Pedagogical Questions”. We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers’ memory, learning, and generalization. Seventy-two preschoolers were randomly assigned to one of three conditions and were read storybooks employing either Direct Instruction, Pedagogical Questions, or Control content. Posttest measures of psychosomatic understanding, judgments about the possibility of psychosomatic events, and memory for storybook details showed that children in the Pedagogical Questions condition demonstrated greater memory for relevant storybook details and improved psychosomatic understanding. Our results suggest that pedagogical questions are a relatively simple educational manipulation to improve memory, learning, and transfer of theory-rich content.

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A Comparison of Guided Discovery, Discovery and Didactic Teaching of Math to Kindergarten Poverty Children

Cited by 2 publications

References 0 publications

Broader transfer produced by guided discovery of number concepts with preschool children.

Broader transfer produced by guided discovery of number concepts with preschool children.

Pedagogical questions promote causal learning in preschoolers

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