Abstract
Non-cued Discovery (NCD), Perceptual Cue Guided Discovery (PCG), and Verbal Didactic (VDI) instructional procedures for teaching number conservation were compared with each other and with a control to evaluate the discovery learning hypothesis for immediate learning, retention, and transfer in a sample of 120 kindergarten subjects. The VDI group was found superior to either discovery treatment (p=.05) on immediate learning. On the retention measure both the PCG and VDI treatments were superior to the NCD and Controls (p=.05). Although some transfer value of the training was apparent, no treatment differences emerged. The results are interpreted as providing little support for employing unaided discovery learning methods for teaching the studied beginning mathematical concepts to kindergarten subjects. Guided discovery and verbal didactic methods of instruction are seen as providing attention directing cues necessary in learning
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
