Discovery learning, defined as intentional learning through problem solving and under the supervision of the teacher, is discussed in terms of its advantages and disadvantages, with suggestions for its application. (JMF)

Previews research on motivational effects of discovery learning, and argues that, although there is general theoretical support for the view that discovery learning methods are superior to expository teaching methods in terms of generating intrinsic motivation, it is unclear whether intrinsic or extrinsic explanations account better for observed…

Adaptation of a speech given at a meeting of the New York University Education Alumni in 1972 when author was awarded the 1972 Award for Creative Leadership in Education. (DS)

THIS VOLUME IS DIVIDED INTO FIVE MAJOR SECTIONS. IN THE FIRST SECTION, HAWKINS STATES THAT THERE ARE CERTAIN THINGS WHICH CAN ONLY BE LEARNED BY DISCOVERY. GLASER IMPLIES THAT WHEN AN OBJECT IS DESCRIBED IN BEHAVIORAL TERMS, THE BEHAVIOR IS TEACHABLE. IN THE SECOND SECTION, WITTROCK REVIEWS THE LITERATURE OF RESEARCH. CRONBACH PRESENTS A CRITICAL…

Teachers and teacher educators seem to be little aware of some major concepts about instruction that provide important insights into the central requirements for learning. A common misconception is that motivation has to do with wanting or desiring. It is instead attention to stimuli that is influenced by two powerful agents--(1) suspense,…