让我们谈谈证据——基于调查和直接指导相结合的情况

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ton de Jong , Ard W. Lazonder , Clark A. Chinn , Frank Fischer , Janice Gobert , Cindy E. Hmelo-Silver , Ken R. Koedinger , Joseph S. Krajcik , Eleni A. Kyza , Marcia C. Linn , Margus Pedaste , Katharina Scheiter , Zacharias C. Zacharia
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引用次数: 7

摘要

多年来,科学领域出现了许多研究探究性学习的研究。在这一时期,研究性学习经常受到学者的批评,他们倾向于直接指导而不是研究性学习。在这种情况下,张、Kirschner、Cobern和Sweller(2022)最近断言,直接指导总体上优于基于探究的指导,并指责政策制定者忽视了这一事实。在当前的文章中,我们对这一断言及其所基于的前提进行了回复。我们回顾了证据,认为对文献的更完整和正确的解释表明,与直接教学相比,基于探究的教学在获得概念知识方面产生了更好的整体结果。我们证明,这一结论适用于对照研究、相关研究和基于程序的研究。随后,我们认为,基于探究的教学和直接教学各有其优缺点,每种方法的有效性取决于调节因素,如学习目标、所涉及的领域、学生的先验知识和其他学生特征。此外,基于探究的教学在辅以基于这些调节因素的个性化指导时最为有效,甚至可以包括提供直接指导。因此,我们认为,探究和直接教学相结合可能是支持学生学习的最佳方法。我们的结论是,政策制定者理所当然地提倡基于探究的教学,特别是当学生的调查在适当的时候辅以直接教学时。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Let's talk evidence – The case for combining inquiry-based and direct instruction

Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current article we reply to this assertion and the premises on which it is based. We review the evidence and argue that a more complete and correct interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction. We show that this conclusion holds for controlled, correlational, and program-based studies. We subsequently argue that inquiry-based and direct instruction each have their specific virtues and disadvantages and that the effectiveness of each approach depends on moderating factors such as the learning goal, the domain involved, and students' prior knowledge and other student characteristics. Furthermore, inquiry-based instruction is most effective when supplemented with guidance that can be personalized based on these moderating factors and can even involve providing direct instruction. Therefore, we posit that a combination of inquiry and direct instruction may often be the best approach to support student learning. We conclude that policy makers rightfully advocate inquiry-based instruction, particularly when students’ investigations are supplemented with direct instruction at appropriate junctures.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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