The role of guidance in children's discovery learning

Abstract

Discovery learning is an important, yet controversial topic in the fields of psychology, education, and cognitive science. Though traditional views emphasize a lack of instructional constraint or scaffolding, more recent evidence suggests that guidance should be included in the process of discovery learning. The present review summarizes three general approaches which have been shown to facilitate guided discovery learning: (1) strategic presentation of materials, (2) consequential feedback, and (3) probing questions and self-explanations. Techniques for implementing approaches are discussed, as well as the underlying mechanisms that contribute to their effectiveness. WIREs Cogn Sci 2012. doi: 10.1002/wcs.1199 For further resources related to this article, please visit the WIREs website.