Discovery learning defined by two identifying characteristics: induction and errorful learning¶

Theory · All theories
Evidence · 3 claims (3 mixed) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Glaser's conceptual framework decomposes the label "discovery learning" into two analyzable processes. First, induction: giving exemplars of a general case so the learner induces the general proposition, assessed by verbalization, application, or generating new exemplars. Second, errorful learning: because a discovery sequence minimizes imposed structure, "Discovering" implies a low probability of making a successful response, so errors are highly probable. He also distinguishes learning BY discovery (teaching objectives via a discovery method) from learning TO discover (teaching the ability to make discoveries).

Design Implications¶

Context¶

Requirements¶

• Analysis of the terminal behavior and task properties must precede decisions about using discovery sequences

Constraints¶

• The framework applies to learning-by-discovery sequences as labeled in the reviewed literature; learning-to-discover is treated separately as poorly understood

Target Learners¶

• school children in curriculum development contexts

Target Learning Objectives¶

• concepts, rules, and generalizations taught by discovery methods

Claims¶

• Self-discovery through errorful exploration is basically incompatible with error minimization in instruction [~W]
• The usefulness of induction and errorful learning varies with the type of terminal task being taught [~W]
• Errorless discrimination training avoids emotional responses and yields more effective transfer than errorful training (Terrace's pigeon studies) [~W]

Related Theories¶

Examples¶

• Analyze terminal behavior and objectives before manipulating teaching methods in instructional design

Key Sources¶

• Glaser, Robert. (1966). Variables in "Discovery Learning." Learning Research and Development Center, University of Pittsburgh. https://eric.ed.gov/?id=ED010518