Direct instruction vs. discovery: The long view

By David A. Dean, Deanna Kuhn. 2007

353 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/950af496bb835c3e5c892c5a288ab349c6629ece

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In Developmental and Educational Psychology

In Education

Citations in the corpus

What Needs to Develop in the Development of Inquiry Skills? (2008, methodology): “With respect to process, our view is that these capabilities develop only gradually in the context of rich practice in activities that entail them (Dean & Kuhn, 2007).”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “Such critiques of Direct Instruction argue that it assigns a passive role to learners, whereas low levels of instructional guidance facilitate learners’ active construction of knowledge, which in turn leads to meaningful and long-term retention and transfer (Dean and Kuhn 2007; Schwartz et al. 2011)”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, methodology): “This study, as well as related work (Dean & Kuhn, 2007; Kuhn & Dean, 2005; Kuhn & Pease, 2008; Zohar, 1995), make it clear that children and even many adults cannot readily conceptualize additive main effects, much less interaction effects.”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “…domains such as electric circuits (Schauble et al., 1992), genetics (Echevarria, 2003), earthquake or Xooding risk (e.g., Keselman, 2003) as well as social science problems such as factors that aVect TV enjoyment (e.g., Kuhn et al., 1995) or CD catalog sales (e.g., Dean & Kuhn, 2007; Kuhn, 2005b).”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “For example, Dean and Kuhn (2006) replicated Klahr and Nigam’s (2004) study on the learning of CVS, but with one exception.”
Reasoning About Multiple Variables: Control of Variables Is Not the Only Challenge (2007, background): “The present results, based on the performance of fourth graders, indicate the need for qualification, as do results for adults reported elsewhere (Kuhn, 2007; Kuhn & Dean, 2004).”
Explicit teaching of meta-strategic knowledge in authentic classroom situations (2008, background): “Therefore, the present study addresses similar issues to the ones addressed by Klahr and Nigam (2004) and by Dean and Kuhn (2007) adding a new aspect to their ongoing discussion because according to our findings the effects of explicit teaching did indeed foster a long-term and transferable effect.”
Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component (2009, background): “The findings of Dean and Kuhn (2007) seem to contradict the findings of the two studies described earlier.”
Practice Enables Successful Learning Under Minimal Guidance (2009, background): “For instance, Dean and Kuhn (2006) found in the domain of science instruction that with little practice, discovery is inferior to direct instruction (replicating Klahr & Nigam, 2004), but with extended practice it becomes equivalent or superior.”