ERIC Number: ED248651
Record Type: Non-Journal
Publication Date: 1984-Jun
Reference Count: N/A
Discovery versus Expository Instructional Strategies and Their Implications for Instruction of Hearing-Impaired Post-Secondary Students.
Blake, Rowland S.
Part of a collection of papers commissioned by Foundations, a project designed to identify career development needs of students entering the National Technical Institute for the Deaf (NTID), the paper examines implications of discovery and expository learning for hearing impaired students. Differences are considered between the discovery method, which centers on the student's learning processes rather than outcomes and the expository method, which focuses more on the teacher as the information supplier. Claims for discovery learning (e.g., that it enhances problem solving and promotes transfer) are summarized. Disagreement over the meaning or implementation of a discovery approach is cited as one of the reasons that research studies comparing the effects of the discovery method and expository instruction have been inclusive. Tentative conclusions are reviewed concerning the following variables: immmediate retention, transfer, time for learning, motivation, amount of guidance, and verbalization of rule. Research is also reviewed on the relationship of instructional methods to learner characteristics (mental ability, field dependence/independence, aptitudes and interests, creativity, age, anxiety) and content characteristics (difficulty of learning and transfer tasks, previous knowledge, category of learning in cognitive domain, domains of learning, content areas, and language teaching). The paper concludes with sets of general and specific recommendations for career education at NTID. (CL)
Publication Type: Reports - Research; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A