An Alternative Time for Telling: When Conceptual Instruction Prior to Exploration Improves Mathematical Knowledge

Autor/inn/en	Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	An Alternative Time for Telling: When Conceptual Instruction Prior to Exploration Improves Mathematical Knowledge
Quelle	(2013), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Prior Learning; Mathematical Concepts; Pretests Posttests; Urban Schools; Public Schools; Teaching Methods; Problem Solving; Instructional Effectiveness; Elementary School Students; Grade 2; Grade 3; Intervention; Retention (Psychology); Mathematics Tests; Scores; Statistical Analysis; Discovery Learning; Tennessee + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Vorkenntnisse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Merkfähigkeit; Statistische Analyse; Entdeckendes Lernen
Abstract	An emerging consensus suggests that guided discovery, which combines discovery and instruction, is a more effective educational approach than either one in isolation. The goal of this study was to examine two specific forms of guided discovery, testing whether conceptual instruction should precede or follow exploratory problem solving. In both cases, the problem solving is considered exploratory because children have not been told how to solve the problems; rather, children are expected to generate or apply their own problem solving procedures. The difference is in the timing of conceptual instruction. The authors worked with children from 12 second- and third-grade classrooms in two urban, public schools in Tennessee. Participants were 183 second- and third-grade children. The intervention had a conceptual instruction phase and an exploratory problem solving phase. The two phases were identical for all children; the only difference between conditions was the timing of the two phases (instruct-solve vs. solve-instruct). The authors used a pretest- intervention-posttest design followed by a two-week retention test. Children were randomly assigned to one of two conditions: instruct-solve or solve-instruct. Evidence suggests that guided discovery promotes deeper learning than discovery or instruction alone. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01