Cited by 52Science Education and PedagogyInnovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

Invention Versus Direct Instruction: For Some Content, It’s a Tie

Chase, Catherine C., Klahr, David·2017·Journal of Science Education and Technology

Integrity signals

Registry

Crossref · 10.1007/s10956-017-9700-6

Cites

50 of 50 references verified0 citation errors · 0 not checkable

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  • When learning domain-general skills, the problem-solving phase in and of itself is less likely to provide implicit feedback about what goals to adopt during the inquiry process.

    “When learning domain-general skills, Chase and Klahr (2017) suggest that the problem-solving phase in and of itself is less likely to provide implicit feedback about what goals to adopt during the inquiry process”

    From When Problem Solving Followed by Instruction Works: Evidence for Productive Failure (2021) · cites this paper as Chase and Klahr (2017)

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2 of the 52 references couldn’t be matched to a known paper.

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Authors
Chase, C. C., & Klahr, D.
Affiliations
  • Columbia University (US)
  • Carnegie Mellon University (US)
Corresponding author
Chase, Catherine C.
Venue
Journal of Science Education and Technology
Published
2017-07-19
Volume
26
Issue
6
Pages
582-596
ISSN
  • 1059-0145 (ISSN-L)
  • 1573-1839
OpenAlex
W2737710788
Cited by
52
References
52
Citations by year
2026: 2 · 2025: 6 · 2024: 3 · 2023: 5 · 2022: 6 · 2021: 10 · 2020: 4 · 2019: 5 · 2018: 5 · 2017: 6
FWCI
19.51
Type
journal article
Language
en
Open access
closed
Locations
Journal of Science Education and Technology (publishedVersion)
Funders
Institute of Education Sciences (R305B110003)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
discovery learning, direct instruction, control of variables strategy, experimental design, inquiry skills, far transfer, conceptual understanding, elementary school science, prior achievement, socioeconomic status

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