Minimalism reconsidered

1967

Canan phiri, 2021

The aim of this study was to examine the effectiveness of using discovery learning approach on the performance of learners in the basic concepts of matrices for grade ten pupils at Olympia Park High School. In order to achieve the aim of the study, the researcher opted to use an action research design. The main problem was that learners were failing to understand some concepts on application of matrices and the researcher knowing that a topic Matrices is a prerequisite to some topics in grade 11 and 12, so if the topic is not properly taught and understood it can cause poor results due to the fact that the curriculum has been revised. Some of the main areas where pupils lack understanding include; how to apply the concept of determinant on variables in a matrix, use of singular and identity matrix and multiplication of matrices with negative values. The researcher was trying to answer the major challenges pupils face when learning matrices and the impact discovery learning approach has on the performance of the learners in matrices. The sample for the research consisted of 74 pupils. Data were collected during the 2020/2021 teaching practice, an achievement test was designed and served as a pre-posttest and the results were analyzed both quantitatively and qualitatively using the SPSS and EXCEL spreadsheets. The results of the pretest and posttest were compared using their means, for the pretest mean was 23.6805 and 68.5676 for the posttest. According to the means it was sufficient to conclude that discovery learning method had a positive impact on improving pupil’s performance. Based on the findings and results, the researcher recommended the teachers to adapt discovery learning approach in teaching mathematics, he also recommended that teachers should exchange visits and hold periodic meetings to discuss new methods of teaching such as discovery learning method. Finally, the researcher talked about the need to motivate students and provide them with suitable mathematics text books to help them discover knowledge, concepts and relations in the texts.

The concern of this study was to investigate the effect of guided-discovery learning strategy on students performance in Mathematics alongside influence of gender and scoring levels ability of the students. 202 SSI Students from two selected public co-educational schools in Ejigbo Local Government Area of Osun State constituted the sample of the study. The research was a quasi-experimental one and the main instrument for data collection was a 20-item multiple choice Mathematics Achievement Test drawn from West African Examination Council past questions on Set Theory. Three research questions was raised with three corresponding hypotheses tested. Results revealed a significant difference in favour of those exposed to guided-discovery learning strategy compared to those not taught using guided-discovery learning strategy. Though both male and female students performed equally well when taught using guided discovery strategy, the study showed that high scoring students benefited most while the performance of low scoring students was also enhanced. It was recommended among others that mathematics teachers should make the teaching-learning of mathematics an interactive and activity -based one for the students using strategy that all students could gain from irrespective of the ability levels of the students and, government both at Federal and State levels should periodically asides regular workshops for teachers develop a mean of reviewing / assessing the impact of teaching strategies.

2010

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal ” guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described. Correspondence should be addressed to Paul A. Kirschner, Rese...

2005

Investigation of direct causes is a fundamental component of inquiry and analysis tasks that require skilled observations, logical thinking, and a persistent search for a complete understanding of the events. The need to cultivate such skills and persistence is a major challenge for diverse disciplines from accident investigation to forensics to intelligence analysis. In this context, persistence means to keep pulling the threads of evidence until a sufficient understanding of cause-effect relationships has emerged. The training challenge is rooted in fundamental questions about performance measurement and instruction: Can we effectively instill the required skills and persistence by merely informing learners through traditional classroom instruction? Or would such cognitive skills and persistence be better developed and refined through carefully crafted experience-based training? In instructional systems design terminology, this question may be phrased as a choice between receptive/directive instructional architectures that focus on ASK and TELL approaches versus approaches that emphasize SHOW and DO. The latter, more interactive instructional approaches emphasize active learning and performance assessment. We suggest that active, performance-based paradigms such as scenario-based and guided-discovery learning approaches may provide more effective solutions. By immersing the learner in appropriate interactive scenarios, we can ascertain through actual performance the extent to which the learner demonstrates the objective knowledge or skills. We have previously reported on an application of guideddiscovery principles to develop web-based awareness training for security inquiry officials. The purpose of this paper is to report on subsequent research that employs guided-discovery scenarios to enhance the learner's evidential reasoning process through practice in following threads to identify direct causes. Implications for inquiry/analysis and cognitive skills training are discussed.

Research in Science Education, 1971

2006

Abstract Drawing on examples from science and medical education, evidence and explanations for the superiority of guided instruction are explained in the context of expert-novice differences, cognitive load and cognitive architecture.

Journal of Educational Psychology, 2011

Discovery learning approaches to education have recently come under scrutiny , with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assisted discovery versus other types of instruction (e.g., explicit, unassisted discovery). Random effects analyses of 580 comparisons revealed that outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions (d ϭ -0.38, 95% CI [-.44, Ϫ.31]). In contrast, analyses of 360 comparisons revealed that outcomes were favorable for enhanced discovery when compared with other forms of instruction (d ϭ 0.30, 95% CI [.23, .36]). The findings suggest that unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do.

Discovery learning approaches to education have recently come under scrutiny , with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assisted discovery versus other types of instruction (e.g., explicit, unassisted discovery). Random effects analyses of 580 comparisons revealed that outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions (d ϭ -0.38, 95% CI [-.44, Ϫ.31]). In contrast, analyses of 360 comparisons revealed that outcomes were favorable for enhanced discovery when compared with other forms of instruction (d ϭ 0.30, 95% CI [.23, .36]). The findings suggest that unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do.