The equivalence of learning paths in early science instruction

Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667.

Type

Journal article

Intellectual base

Primary research

Year

2004

DOI

10.1111/j.0956-7976.2004.00737.x

Link

https://doi.org/10.1111/j.0956-7976.2004.00737.x

Cited from

education_pedagogy

Cited by

1 citation across 1 artifact.

Each citation links to the sentence it supports in the citing article.

Primes

• Constructivist Learning
  • Klahr and Nigam (2004) showed experimentally that on early-elementary science tasks, well-structured direct instruction matches or exceeds discovery learning when transfer is assessed carefully

    This sourceControlled experiment showing well-structured direct instruction matches or exceeds discovery learning on transfer in early-elementary science (supports D48-057).

Verification

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