ERIC Number: ED041325
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
Putting Down the Discovery Learning Hypothesis.
Chambers, David W.
A laboratory study was performed with four levels of discovery and two levels on an overlearning factor. An improved experimental paradigm was chosen so as to avoid a number of confusions which have obscured previous research. An operational definition was developed for discovery and guided discovery and discovery teaching, and inquiry learning. The results of the study show that overlearning has a considerably more powerful effect on transfer than does discovery. Over-learning seems to be an important condition for the transfer of a discovered principle, not because the principle is apt to be discovered during overlearning but because a certain amount of practice is necessary to make the discovered principle available for transfer. (Author)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Educational Research Association, Washington, DC.; North Carolina Univ., Chapel Hill. School of Dentistry.; North Carolina Univ., Chapel Hill. School of Education.
Note: Paper presented at the American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970