Document Type
Conference Proceeding
Disciplines
Curriculum and Instruction | Education | Science and Mathematics Education
Abstract
This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.
Recommended Citation
Cohen, Marisa T., "The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students" (2008). NERA Conference Proceedings 2008. 30.
https://digitalcommons.lib.uconn.edu/nera_2008/30