Direct Instruction of Discovery

• In Event: Poster Session 15
  In Poster Session: Instructional and Learner Factors That Affect Student Outcomes

Abstract

Although exploration-based activities are common in early childhood classrooms, there is no evidence-based consensus to guide teachers on the optimal mix of open-ended v directive instruction. In this study, 4-6 year-old children were asked to find toy animals in a miniature forest with many possible hiding places. The results suggest that when adults demonstrate exploration, children are less likely to discover animals in undemonstrated hiding locations. However, reminding children after the demonstration that there might be other ways to explore increases discovery of rarely found animals. These results have implications for classroom practice, suggesting that the power of pedagogy is multifaceted: Instruction can limit discovery, but simply mentioning the possibility of other ways to explore may enhance discovery.

Authors

• Audrey Kittredge

• David Klahr, Carnegie Mellon University

• Anna Fisher, Carnegie Mellon University