Is Direct Instruction an Answer to the Right Question?

By Deanna Kuhn. 2007

227 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ee1403bf3407efbce5a11168ab07adbd0f82022c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Does Discovery-Based Instruction Enhance Learning?. (2011, background): “, 2009), the ways in which the explicit instruction and constructivism camps understand learning situations are different (Duffy, 2009; Kuhn, 2007).”
Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007, background): “If understanding the world has only a minor role in science teaching as suggested by Kuhn (2007), what is its purpose?”
Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “3 The article by Kirschner, Sweller and Clark (2006) sparked discussions and debates between both supporters and opponents of constructivist instruction (e.g. Schmidt, Loyens, van Gog & Paas, 2007; Hmelo-Silver, Duncan & Chinn, 2007; Kuhn, 2007; Sweller, Kirschner & Clark, 2007; Schmidt, Van der Mol”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “Furthermore, what counts as learning depends upon the context and the kinds of learning goals one commits to (Kuhn, 2007).”
School Formative Feedback Systems (2010, methodology): “This section reviews the methods we developed to conduct the DDIS research in general, and to describe the sites and artifacts we highlight in the findings and analysis sections that follow.”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “Contrary to the frequent claim that a high degree of instructional guidance leads to shallow learning and transfer, across a number of assessments—including a 5-month post-test—the HH group demonstrated a stronger understanding of CVS than the LL group.”
Developing elementary science skills: Instructional effectiveness and path independence (2008, background): “…" , and " inquiry based science instruction " (EDC, 2006; Hmelo-Silver et al., 2007; Kirschner et al., 2006; Klahr, Triona, & Williams, 2007; Kuhn, 2007; Ruby, 2001; Schmidt et al., 2007), makes it important to articulate both the common and the distinct features of the two conditions used…”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Kuhn (2007) clarified that direct instruction could address highly structured, well-defined problems; however, students should be prepared for real world, complex, messy, and ill-structured problems in which no neatly packaged solution paths are available.”
Handbook of Research on Learning and Instruction (2011, background): “Table 8.1 Features and Cues for Throwing (adopted from Knudson & Morrison, 1996)”
Enhanced Memory as a Common Effect of Active Learning (2016, background): “Instructors should therefore consider whether minimizing student control improves (or normalizes) short-term outcomes at the expense of long-term retention of the material and the ability to learn independently outside of the classroom (Kuhn, 2007).”