Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning

Roll, Ido; Butler, Deborah L.; Yee, Nikki; Welsh, Ashley; Perez, Sarah; Briseno, Adriana; Perkins, Katherine K.; Bonn, D. A.

doi:10.1007/s11251-017-9437-x

Cited by 67 publications

(56 citation statements)

References 58 publications

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“…They show in their design-based research how they supported students by means of curricular activities with computer tools in playing the intended epistemic game. Moreover, like others (Roll et al 2018;Levy et al 2018), these authors found differential effects across student groups. Levy et al (2018) also designed curricular materials with the intention of fostering particular discoveries.…”

Section: The Contributions To the Special Issuesupporting

confidence: 70%

“…Already in the 1950s and 1960s, discovery learning was widely debated, but influences go back as mentioned by several contributors to this special issue (Roll et al 2018;Abrahamson and Kapur 2018) as far as Plato's dialogue between Socrates and Meno, Rousseau (1762Rousseau ( /1979, Dewey (1938), and progressive education movements (Montessori, Waldorf, Jena plan, Kees Boeke, etc.). Progressive education reacted to excesses of rote learning and several attempts were made to realize curricula that gave students room to make discoveries and understand the reasons behind rules and procedures (Beberman and Meserve 1956a, b;Davis 1960;Suchman 1964).…”

Section: A Short History Of Nearly One Thingmentioning

confidence: 99%

“…What I learn from this is that it is hardly possible to claim anything about discovery-related approaches in general. Roll et al (2018) combine various aspects of the elephant of discovery learning: They take into account differences between students but also measure several dependent variables (transfer, attitudes, behaviors), and show awareness of the distinction between shortterm and long-term effects (cf. Dean and Kuhn 2007).…”

Section: The Contributions To the Special Issuementioning

confidence: 99%

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Discovery learning: zombie, phoenix, or elephant?

Bakker

2018

Instr Sci

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Discovery learning continues to be a topic of heated debate. It has been called a zombie, and this special issue raises the question whether it may be a phoenix arising from the ashes to which the topic was burnt. However, in this commentary I propose it is more like an elephant-a huge topic approached by many people who address different aspects. What is needed in the discussion about discovery learning and related approaches, I argue, is sublation: the kind of lifting up from the one-dimensional discussion between two extremes (minimal guidance vs. instruction) that puts an end to the everlasting tug of war by integrating justified concerns from both opposite positions. I evaluate how the different contributions to the special issue help to sublate the discussion about discovery learning to a higher level. In particular, the case study presented by Trninic illustrates how strong guidance and repetition may be needed for the discovery of something that cannot be told. I further suggest scaffolding, inferentialism, and design research as potential theoretical and methodological ways forward.

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Section: The Contributions To the Special Issuesupporting

confidence: 70%

Section: A Short History Of Nearly One Thingmentioning

confidence: 99%

Section: The Contributions To the Special Issuementioning

confidence: 99%

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Discovery learning: zombie, phoenix, or elephant?

Bakker

2018

Instr Sci

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“…However, in a recent study, Brenner et al () found that in some cases, low prior knowledge students profited from guidance, but in other cases, they did not. A recent meta‐analysis by Belland et al () indicated that students performing below and above average profited equally from computer‐based scaffolding (of ill‐structured problem‐based curricula in STEM), whereas in other studies, more recent and focusing on inquiry learning, it was found that the higher prior knowledge students used the guidance most and profited most from it (Roll et al, ; van Dijk, Eysink, & de Jong, ; van Riesen et al, ; Zhu et al, ). The explanation for these findings is that a certain level of knowledge is necessary to be able to use the guidance (Roll et al, ; van Riesen et al, ).…”

Section: Effectiveness Of (Technology‐based) Inquiry Learningmentioning

confidence: 99%

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Jong

2019

Computer Assisted Learning

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What is the best approach to educating students is, evidently, the pivotal question in educational research. In the general debate on this question, clear positions are often taken―for example, whether teacher‐led instruction or more student‐directed approaches should be followed. In the current narrative review, this central question and the different stances taken are explored for a specific field of learning, STEM (science, technology, engineering, and mathematics) domains. The current article starts with an argument as to why the traditional, more directive teacher‐led educational approach to STEM learning may not always lead to deep conceptual knowledge and proposes exploring more engaged forms of learning. More specifically, a particular arrangement for engaged learning, inquiry learning, is taken as an example in this exploration. It is argued that the effects of educational methods are influenced by a multitude of (interacting) factors related to student and teacher characteristics, context, domain, frequency of use, timing, and probably more. Therefore, this article tries to outline a more nuanced and balanced stance towards choosing educational approaches. A picture is presented to show that adopting and combining different approaches, at both the lesson and the curricular levels, may be necessary to reach optimal levels of learning. Existing and upcoming technologies may play a decisive role in realizing this more complex, but also more realistic view of learning in STEM.

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“…For instance, in their empirical study of directive learning, Ido Roll et al . set the conditions of directive teaching as providing students ‘with detailed guidance … by specifying sub goals, diagrams, and guiding questions’ (, p. 83).…”

Section: Introductionmentioning

confidence: 99%

Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy

Chambers¹

2019

Journal of Philosophy of Education

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While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a crossroads: is Freire's pedagogy directive or is it not? However, even this question does not get at the more critical dilemma: if Freire's pedagogy is directive, is such directiveness incompatible with Freire's overwhelming emphasis on egalitarian dialogue? This paper establishes three readings of the issue of directiveness in Freire and ultimately provides an exegetical defence of what is termed the compatibilist reading—that directive teaching, properly construed, is compatible with dialogic teaching in Freirean pedagogy. The question this paper seeks to answer is how Freire can have it both ways. In sum, Freire undeniably supports teacher directiveness and philosophically justifies directiveness as compatible with problem‐posing education through his concepts of virtue education, utopia and criticality.

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Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning

Cited by 67 publications

References 58 publications

Discovery learning: zombie, phoenix, or elephant?

Discovery learning: zombie, phoenix, or elephant?

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy

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