Abstract
A number of recent innovations in curriculum have at their philosophical-psychological base an emphasis on the students' use of inductive procedures. Suchman's (1961) inquiry training, Dewey's (1910) problem solving, and Gagne's (1961) process goals similarly emphasize the child's development of heuristics to solve problems rather than his acquisition of knowledge through memorization. Bruner's (1961) statement placed the emphasis on discovery learning iThis paper is based on studies supported by the Ford Foundation. Appreciation is given to Martha S. Abbott, Polly Stark, Sylvia Bullock, and Dennis Hoban for their assistance in this study. 2This research was conducted while Sally Sibley was a Research Training Fellow with the Duke University Center for the Study of Aging and Human Development (Grant STO1HDOO164 from NICHHD).
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