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Discovery, Task Completion, and the Assignment as Factors in Motivation:

Discovery, Task Completion, and the Assignment as Factors in Motivation: DISCOVERY, TASK COMPLETION, AND THE ASSIGNMENT AS FACTORS IN MOTIVATION ROBER T C. CRAIG Marquette University INTRODUCTION "Discovery methods" of learning are in the forefront of the instruc­ tional techniques to which educators are currently giving attention. Large- scale curriculum projects in science and mathematics, as well as numer­ ous research studies, feature "independent discovery," "self-directed study," or "heuristic methods." The teacher or experimenter using these approaches directs the learner's attention to some data or problems and encourages him to search more-or-less independently for solutions, rules, or effective strategies. The teacher may provide various forms and de­ grees of guidance, but not the answers; the learner is expected to find, derive, infer, or "discover" them. This popularity may suggest tha t discovery methods have been shown to be generally superior to other methods. However, the experimental findings of Craig (1956), Kittell (1957), Kersh (1958, 1962), and Witt- rock (1963) do not bear this out. When the criterion is how fast subjects learn easily understood rules or how well they remember and use these rules to solve problems, giving them the rules initially is as effective as encouraging them to find the rules. On the other hand, Kersh (1958, 1962) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Discovery, Task Completion, and the Assignment as Factors in Motivation:

Craig, Robert C.
American Educational Research Journal , Volume 2 (4): 6 – Jun 23, 2016
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References (8)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312002004217
Publisher site
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Abstract

DISCOVERY, TASK COMPLETION, AND THE ASSIGNMENT AS FACTORS IN MOTIVATION ROBER T C. CRAIG Marquette University INTRODUCTION "Discovery methods" of learning are in the forefront of the instruc­ tional techniques to which educators are currently giving attention. Large- scale curriculum projects in science and mathematics, as well as numer­ ous research studies, feature "independent discovery," "self-directed study," or "heuristic methods." The teacher or experimenter using these approaches directs the learner's attention to some data or problems and encourages him to search more-or-less independently for solutions, rules, or effective strategies. The teacher may provide various forms and de­ grees of guidance, but not the answers; the learner is expected to find, derive, infer, or "discover" them. This popularity may suggest tha t discovery methods have been shown to be generally superior to other methods. However, the experimental findings of Craig (1956), Kittell (1957), Kersh (1958, 1962), and Witt- rock (1963) do not bear this out. When the criterion is how fast subjects learn easily understood rules or how well they remember and use these rules to solve problems, giving them the rules initially is as effective as encouraging them to find the rules. On the other hand, Kersh (1958, 1962)

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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