Learning to discover rules by discovery.
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A lack of clarity about the difference between learning a discipline and research in the discipline coupled with the priority afforded to unbiased observation in the best inductivist and empiricist tradition has led many educators to advocate a problem-based method as the way to teach a discipline.
“All in all, a lack of clarity about the difference between learning a discipline and research in the discipline coupled with the priority afforded to unbiased observation in the best inductivist and empiricist tradition has led many educators to advocate a problem-based method as the way to teach a discipline (Allen, Barker, & Ramsden, 1986;Anthony, 1973;Barrows & Tamblyn, 1980;Obioma, 1986).”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Anthony, 1973
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Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · see citing works
“Hardiman, Pollatsek, and Weil (1986) and Brown and Campione (1994) noted that when students learn science in classrooms with pure-discovery methods and minimal feedback, they often become lost and frustrated, and their confusion can lead to misconceptions. Others (e.g., Carlson, Lundy, & Schneider, 1992; Schauble, 199…”
BackgroundInfluentialRe-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science
Hodson, D. (1993) · Studies in Science Education · doi:10.1080/03057269308560022 · Cited by 418 · see citing works
Problem-Based Learning and Medical Education Forty Years On
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“Such a minimally guided approach to learning, which is the essence of PBL, has been called by a variety of other names, including discovery learning, enquiry learning, experiential learning and constructivist learning [”
BackgroundA comparison of cognitive load associated with discovery learning and worked examples.
Tuovinen, J. E., & Sweller, J. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.334 · Cited by 381 · see citing works
“The procedure has been extensively promoted as a desirable approach to learning since its development during the 1950s and 1960s (Anthony, 1977; Bell, 1991; Blanchette & Brouard, 1995; Bruner, 1959,1961,1962; Maor & Taylor, 1995; Nuthall & Snook, 1973; Sfondilias & Siegel, 1990; Shulman & Tamir, 1973; Whitehead, 1978).”
MethodPutting Students on the Path to Learning: The Case for Fully Guided Instruction.
Clark, R. E., Kirschner, P. A., & Sweller, J. (2012) · DSpace (Open University in the Netherlands) · Cited by 219 · see citing works
Epistemology, practical work and Academic skills in science education
Kirschner, P. A. (1992) · Science and Education · doi:10.1007/bf00430277 · Cited by 165 · see citing works
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“As others have noted, in order for discovery learning to work, learners must succeed at discovering the "desired" principles (Anthony, 1973) or at recognizing the potential usefulness of a rule (Scandura, 1964).”
BackgroundBest of both worlds: issues of structure and agency in computational creation, in and out of school
Resnick, M., & Brennan, K. A. (2013) · Cited by 51 · see citing works
Dalgarno, B., Kennedy, G. E., & Bennett, S. (2014) · Educational Media International · doi:10.1080/09523987.2014.977009 · Cited by 35 · see citing works
“In situations where such guidance during exploration is not feasible, it may be that the constraint provided by having the parameter values set for students could be a valuable form of scaffolding which reduces the complexity of the task, consistent with the complexity-reducing approaches adopted by Barab et al. (2007…”
BackgroundResultInfluentialDominowski, R. L. (1981) · Journal of Experimental Psychology General · doi:10.1037//0096-3445.110.2.193 · Cited by 35 · see citing works
Some Characteristics of Effective Science Teaching
Galton, M. J., & Eggleston, J. (1979) · European Journal of Science Education · doi:10.1080/0140528790010109 · Cited by 35 · see citing works
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Singer, R. N. (1977) · Review of Educational Research · doi:10.2307/1170116 · Cited by 35 · see citing works
Somanath, S., Oehlberg, L., Hughes, J. M., Sharlin, E., & Sousa, M. C. (2017) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3025453.3025849 · Cited by 30 · see citing works
“The study encouraged discovery-based collaborative learning [2] wherein, the participants worked in small groups of two or three and helped their peers to debug code and circuit connections.”
BackgroundStenbom, S., Hrastinski, S., & Cleveland-Innes, M. F. (2012) · Online Learning · doi:10.24059/olj.v16i5.291 · Cited by 31 · see citing works
“In the initial creation and implementation of the Math Coach program, it was agreed that the engagement between coach and coachee would be inquiry-based [12, 13].”
BackgroundDiscovery and Expository Learning Compared: Their Effects on Independent and Dependent Students
Andrews, J. D. W. (1984) · The Journal of Educational Research · doi:10.1080/00220671.1984.10885578 · Cited by 23 · see citing works
Singer, R. N., & Pease, D. G. (1978) · Research Quarterly for Exercise and Sport · doi:10.1080/10671315.1978.10615525 · Cited by 22 · see citing works
Classroom Organisation and Dynamics
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How kids manage self-directed programming projects: Strategies and structures
Brennan, K. A. (2021) · Journal of the Learning Sciences · doi:10.1080/10508406.2021.1936531 · Cited by 21 · see citing works
“The relationship between self-direction and structure—and the implications for the design of learning environments—has been a longstanding discussion in educational research (Anthony, 1973; Brookfield, 1985; Candy, 1991; Craig, 1956; Perkins, 1991).”
BackgroundStudents Acquiring Expertise through Student-Centered Learning in Mathematics Lessons
Eronen, L., & Kärnä, E. (2017) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2017.1306797 · Cited by 20 · see citing works
“Several approaches supporting SCL have been developed, such as discovery learning (Anthony, 1973; Bruner, 1961), problem-based learning (Barrows & Tamblyn, 1980; Schmidt, 1983), inquiry learning (Papert, 1980; Rutherford, 1964), experiential learning (Boud, Keogh, & Walker, 1985; Kolb & Fry, 1975),…”
MethodMoore, S. E., Hvenegaard, G. T., & Wesselius, J. C. (2018) · Higher Education · doi:10.1007/s10734-018-0240-7 · Cited by 17 · see citing works
“Finally, the type of learning with DS courses is student-centered and collaborative in nature, fitting related styles of teaching such as discovery learning (Anthony 1973), problem-based learning (Barrows and Tamblyn 1980), inquiry learning (Rutherford 1964), and constructivist learning (Jonassen 1991).”
BackgroundHaupt, G. (2016) · International Journal of Technology and Design Education · doi:10.1007/s10798-016-9381-0 · Cited by 16 · see citing works
“These include approaches such as discovery learning (Anthony, 1973), problembased-learning (Savin-Baden, 2007), situated learning (Robbins, 2009), and inquiry-based learning (Edelson, Gordin, & Pea, 1999), which is often applied in technology education (Johnson & Daugherty, 2008; Petrina, 2007).”
MethodA collaborative and experiential learning model powered by real-world projects
Sabin, M. (2008) · Conference on Information Technology Education · doi:10.1145/1414558.1414600 · Cited by 16 · see citing works
“Course assessment and survey data from students are linked to learning outcomes and point to areas where the collaborative and experiential learning model needs improvement.”
BackgroundWang, Z. (2010) · ScholarlyCommons (University of Pennsylvania) · Cited by 14 · see citing works
Learner-Centered Teaching in Mathematics Education
Stephan, M. L. (2014) · Springer eBooks · doi:10.1007/978-94-007-4978-8_87 · Cited by 14 · see citing works
Bazhenov, R. I. (2019) · Education Research International · doi:10.1155/2019/8358954 · Cited by 13 · see citing works
“,ey are discovery learning [9], problembased learning [10–12], inquiry learning [13–15], experiential learning [16], and constructivist learning [17, 18].”
BackgroundInductive versus deductive approaches in teaching a lesson in chemistry
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“Such lamentable series of cycles produced discovery learning [22], which was superseded by experiential learning [23,24], which gave way to problem-based and inquiry learning [25,26], which were later joined by constructivist instructional techniques [27].”
BackgroundProgressive Learning Theories: the Evidence
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“Largely, three instructional models can be considered to be within the realm of student-centred approach: cooperative learning (Deutsch 1949), discovery learning (Anthony 1973), and project-based learning (Dekeyser and Baert 1999).”
BackgroundLearner-Centered Teaching in Mathematics Education
Stephan, M. L. (2020) · Springer eBooks · doi:10.1007/978-3-030-15789-0_87 · Cited by 6 · see citing works
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“How Much Guidance Should Teachers Provide? Several models of education, such as discovery learning (Anthony, 1973; Bruner, 1961), problem based learning (Barrows & Tambly, 1980; Schmidt, 1983), inquiry learning (Papert, 1980; Rutherford, 1964), experiential learning (Boud, Keogh & Walker, 1985; Kolb & Fry, 1975) and c…”
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«Ikke stå som en slapp potet» - elevsynspunkter på opplæring i muntlige ferdigheter
Svenkerud, S. W. (2013) · Acta Didactica Norge · doi:10.5617/adno.1109 · Cited by 5 · see citing works
Mastery goal orientation and cognitive ability effects on performance in learner‐guided training
Guarino, S. N., Whitaker, V. L., & Jundt, D. K. (2016) · Journal of Applied Social Psychology · doi:10.1111/jasp.12414 · Cited by 4 · see citing works
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“The minimally guided approach has been called by various names including discovery learning (Anthony 1973; Bruner 1961); problem-based learning (Barrows and Tamblyn 1980; Schmidt1983); inquiry learning (Papert 1980); experiential learning (Boud et al. 1985), and constructivist learning (Jonassen…”
Changing How Science Students Think: An Inquiry Based Approach
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Assisted discovery-based learning for literature studies
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“Dating back to Bruner (1961) and Anthony (1973), discovery-based learning (DBL) can be broadly defined as the learning that takes place ‘whenever the learner is not provided with the target information or conceptual understanding and must find it independently and with only the provided materials’…”
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INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE LEARNING SYSTEM XPLORER GLX
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“During the 1960s cognitive models of Piaget were a part of teacher assessment criteria ( Anthony, 1973 ).”
MethodA Theoretical Model of Collaborative Inquiry-Based Group Development Process
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“Constructivism provides a methodological background of IBST that can be realized by using different learning practices, such as discovery learning (Anthony, 1973), problem based learning (PBL) (Schmidt, 1983), inquiry learning (Papert, 1980), experiential learning (Boud, Keogh & Walker, 1985) or…”
BackgroundUniaxial Tension Testing Lab: Fewer Instructions for Better Results?
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Learning Grammar Rules in Probabilistic Grammar-Based Genetic Programming
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- Authors
- Anthony, W. S.
- Affiliations
- University of Leicester (GB)
- Corresponding author
- Anthony, W. S.
- Venue
- Journal of Educational Psychology
- Published
- 1973-06
- Volume
- 64
- Issue
- 3
- Pages
- 325-328
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1990853508
- Cited by
- 69
- References
- 7
- Citations by year
- 2023: 1 · 2022: 1 · 2021: 3 · 2020: 5 · 2019: 2 · 2018: 1 · 2017: 4 · 2016: 7 · 2015: 4 · 2014: 3 · 2013: 6 · 2012: 4
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational methodologies and cognitive development
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- rule discovery, rule induction, discovery learning, cognitive development, problem solving
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