Effects of discovery-related approaches are differential, not uniform across students or learning goals¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Levy et al.'s design-based research on the TrafficJams simulation, discovery learning effects were not uniform across students or across learning goals, so little can be claimed about discovery-related approaches in general. → Arthur Bakker 2018

Evidence¶

Arthur Bakker 2018¶

Arthur Bakker. (2018). Discovery learning: zombie, phoenix, or elephant? Instructional Science, 46, 169–183. https://doi.org/10.1007/s11251-018-9450-8

q2 · i? · theoretical · r3

The commentary's assessment of Levy et al.'s (2018) design-based research with curricular materials and the TrafficJams simulation. The author reports the studies' findings as differential: "effects were not uniform—neither across students nor across learning goals." No effect sizes are printed in the commentary.

"Their findings about discovery learning are differential: effects were not uniform—neither across students nor across learning goals. What I learn from this is that it is hardly possible to claim anything about discovery-related approaches in general."

Discussion¶

Related Claims¶

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