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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Student learning: what has instruction got to do with it?

Hee Seung Lee¹, John R Anderson

¹Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213, USA. heeseung@andrew.cmu.edu

Annual Review of Psychology

|July 19, 2012

Summary

This summary is machine-generated.

The debate on instructional guidance continues: discovery learning versus direct instruction. This review examines evidence for both, considering factors like individual differences and self-explanation to inform optimal learning strategies.

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Area of Science:

Instructional Science
Cognitive Psychology
Educational Psychology

Background:

A persistent debate in instructional science centers on the optimal level of guidance for learning.
This controversy pits discovery learning, emphasizing student-led knowledge construction, against direct instruction, advocating for explicit teaching.

Purpose of the Study:

To review evidence and arguments supporting both discovery learning and direct instruction approaches.
To explore the interaction between instructional methods and factors such as individual differences, self-explanation, and comparison.
To suggest alternative conceptions of learning and assessment through the integration of instructional strategies.

Main Methods:

Systematic review of existing research and theoretical arguments.
Analysis of how different instructional approaches interact with learner characteristics and cognitive processes.
Synthesis of findings to propose integrated models of instruction.

Main Results:

Evidence supports both discovery learning and direct instruction, with effectiveness often depending on context.
Interactions with individual differences, self-explanation, and comparison significantly moderate the impact of instructional methods.
Combining instructional approaches offers promising avenues for enhancing learning outcomes.

Conclusions:

Neither discovery learning nor direct instruction is universally superior; optimal approach is context-dependent.
Integrating instructional strategies with learner characteristics and cognitive factors is crucial for effective education.
Further research into combined instructional approaches can lead to innovative learning and assessment paradigms.