The thesis reports, citing Klahr and Nigam (2004), that discovered and explicitly taught science knowledge did not differ in quality¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Per Klahr and Nigam (2004) as cited in the thesis, there was no difference between the quality of knowledge of science learners who discovered a science principle and those to whom it was explicitly presented; discovery took more time. → Chen 2016

Evidence¶

Chen 2016¶

Chen, Ouhao. (2016). The Worked Example Effect, the Generation Effect, and Element Interactivity. PhD thesis, School of Education, UNSW. https://hdl.handle.net/1959.4/55865

q2 · i? · causal · r?

The thesis's literature chapter reports this second-hand, contrasting it with Bruner's (1961) suggestion that discovered knowledge is qualitatively better. No effect size is printed for the reported null finding.

"They found that there was no difference between the quality of knowledge of science learners who discovered a science principle and those to whom knowledge was explicitly presented."

Discussion¶

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — reports the opposite
• Controlled studies comparing exploration-based investigation with explicit instruction overwhelmingly favor explicit instruction for science content learning — reports the opposite
• Explicit teaching of the control-of-variables strategy shows no advantage over not explicitly teaching it, per the Schwichow et al. meta-analysis cited in the review — related