Index: Pedagogy

Discovery Learning (1997)

Page Contents

A B C D F G H I J K L M N P R S T W

A

Ahmad, M. (1987). The Effect of Computer Based Feedback on Using Cognitive Strategies of Problem Solving. Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (New Orleans, LA, January 14-19, 1988). For the complete proceedings, see IR 013 331. Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This study investigated the effects of solution-oriented and strategy-oriented feedback when using interactive computer-assisted instruction. The feedback confirmed problem solving strategies that were either similar to the learner's cognitive strategies (i.e., spatial strategies) or different from the learner's cognitive strategies (i.e., perceptual strategies). A pretest consisting of 32 three-term series problems was administered to the 65 undergraduates who served as subjects. They were then given four instructional guided discovery programs with identical instructions on the features of the problems and the relationships between the features. However, two of the programs gave instructions for spatial strategies to solve the problems, while the other two gave instructions for perceptual strategies to solve the problems. Posttests measured the effects of the instructional programs, and it was found that when the learners were instructed on the spatial strategies, strategy feedback was more effective than solution feedback. This suggests that feedback given throughout the instruction on problem solving modifies the learner's cognitive strategies only if the strategies in the instruction are similarto some extentto the learner's cognitive strategies. It was also found that strategy feedback was less effective in learning perceptual strategies than in learning spatial strategies, and less effective than solution feedback in learning the perceptual strategies. The text is supplemented by two figures and two tables. (28 references) (Author/EW) ED295622

B

Beck, C. R. (1993). Presenting a Multicultural Inquiry Lesson Based on a Pictorial Format. . Social Studies and the Young Learner v5 n3 p12-14 Jan-Feb 1993 . Describes a lesson using magazine photographs to help students learn about cultural diversity. Cooperative learning and discovery learning techniques are utilized. A student observation sheet and culture picture map are included. (CFR) UMI EJ466099

Bye, M. (1972). Materials and Activities for Teachers and Children (MATCH). Program Report. . Self contained multi-media kits for grades 1 through 6 involve students directly in the learning process. Emphasis is on non-verbal learning which takes place when youngsters examine real objects and engage in learning activities. Involved in the discovery and inquiry process, students hypothesize, classify, and categorize. In an interdisciplinary approach to the social studies, the MATCH boxes aim for both affective and cognitive learning. Cognitive objectives involve learning facts, information about ancient Greek life, contemporary Japanese life, and the city. Affective objectives help students to deal reflectively with themselves and toward the world around them. Each of the three kits are designed for two to three weeks of study. The program description is divided into five sections and includes information on goals and objectives, content and materials, classroom action, implementation and costs, and program development and evaluation. (SJM) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ED073012

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Carter, G. J. (1977). Nuffield Combined Science in the Comprehensive SchoolA Survey-Based Enquiry . School Science Review 58 205 754-760 . Reports on a survey of 72 schools and 51 teachers who have used the Nuffield Combined Science program. The study sought to determine teachers' opinions of material suitability, discovery learning, and to describe physical characteristics of schools using the program. (CP) Reprint Available (See p. vii): UMI EJ164925

Collin, R., & Others, A. (1965). Teacher's Guide to a House of Ancient Greece: The MATCH Box Project; Prototype Edition. This multimedia kit introduces sixth grade children to everyday life in an ancient Greek household, and to archeology as a tool for learning about people's lives long ago. Artifacts, filmstrips, maps, photographs, reproductions, and written material is provided for 11 lessons. The teacher is to act as the director of research rather than as a lecturer. The lesson plans suggest ways to use the material offered and activities to supplement the unit. Background information on the objects and activities is given to allow the teacher to become familiar with them before the lesson. A set of notes provides historical information about the artifacts. A supplemental materials list and a short history of the MATCH Box Project are appended. (JY) Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Contract no.: OEC-4-16-019 Project No.: BR-5-0710 ED034103

D

D'Ignazio, F. (1992). Multimedia Sandbox: Teaching, Learning, and the Transfer of Knowledge. . Computing Teacher v20 n2 p54-55 Oct 1992 . Argues for new instructional methods that envision teacher explorer classrooms in which teachers and students utilize multimedia tools to construct knowledge. Describes the changing roles of the teacher and student and methods to evaluate the classroom process. Describes a classroom that includes hardware, software, training, motivation, and reference materials. (MDH) UMI Report/ISSN: ISSN-0278-1923 EJ456382

Ditzler, M. A., & Ricci, R. W. (1995). Discovery Chemistry: A Laboratory-Based Approach to General Chemistry. . New Directions for Teaching and Learning n61 p35-43 Spr 1995 . Capitalizing on the research skills of the faculty, the introductory chemistry course at the College of the Holy Cross (Massachusetts) invites students to participate in the processes of speculation, investigation, and discovery, using a laboratory-based curriculum that emphasizes the scientific method. (Author/MSE) UMI Report/ISSN: ISSN-0271-0633 EJ499612

F

Fordham, P. (1974). The Humanities Curriculum Project in an Adult Class . Studies in Adult Education 6 1 2-15 . The course of one twelve-week extra-mural adult class, "War and Society," is described and evaluated. Evidence was presented from a pack of teaching materials; in discussion, the teacher protected divergence of view and learning standards to develop understanding of social situations, human acts, and the controversial issues they raise. (AJ) EJ097476

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Garnett, P. J., & Others, A. (1995). Refocusing the Chemistry Lab: A Case for Laboratory-Based Investigations. . Australian Science Teachers Journal v41 n2 p26-32 Jun 1995 . Reviews the objectives of laboratory work in chemistry education, current laboratory practice, and factors likely to impact on the nature of laboratory work in the future. Proposes that more investigation-style laboratory work be provided in order to foster the development of students' investigation skills. (Author/MKR) UMI Report/ISSN: ISSN-0045-0855 EJ520728

Glaser, R., & Others, A. (1991). Scientific Reasoning across Different Domains. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260. . This study seeks to establish which scientific reasoning skills are primarily domain-general and which appear to be domain-specific. The subjects, 12 university undergraduates, each participated in self-directed experimentation with three different content domains. The experimentation contexts were computer-based laboratories in d.c. circuits (Voltaville), microeconomics (Smithtown), and the refraction of light (Refract). Subjects spent three 1.5 hour sessions working with each laboratory and took pretests and posttests that assessed their learning. Specific patterns of strategies used in each laboratory depended primarily on the structural form of the discovery task and the nature of the domain. In a situation that required the discovery of correlational regularities, evidence-generation activities, like the heuristic of controlling variables, were primary. In contexts where the regularities were functional rules, evidence interpretation became important. When the rules were quantitative, mathematical and algebraic heuristics were important. Students appeared very sensitive to the task demands of each laboratory, and adjusted their strategies accordingly. Regardless, they learned more as they proceeded from domain to domain, indicating that they were becoming more effective in planning and carrying out experiments, and in formulating and testing hypotheses based on those experiments. The findings suggest that the most generally useful skills for direct instruction may be those for evaluating the kind of problem at hand and for selecting the most appropriate processes and strategies. (Author) ED342630

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Hall, P. H. (1993). Focus on Meyer Middle School. . Schools in the Middle v3 n2 p49-51 Nov 1993 . A middle school in River Falls, Wisconsin, exemplifies middle-level philosophy by providing individualized learning programs, a core curriculum, a guidance program, education for citizenship, and cocurricular activities. The school program emphasizes enhanced exploratory learning opportunities, team-teaching of core subjects, and a teacher/advisory program. The idea is to create an environment where students can succeed. (MLH) Report/ISSN: ISSN-0276-4482 EJ472527

Haygood, E. L., & Iran-Nejad, A. (1993). Analysis of Learning Conceptions Based on Three Modules. Alabama Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . Three learning modules are described and investigated as they reflect different students' conceptions of and approaches to learning. The Schoolwork Module (SWM) focuses on task performance and involves a passive, incremental, piecemeal, and rote memory method of learning, parallel to what might be implied by the Information Processing model of memory. The Intentional Learning Module (ILM) is based on the tacit conception of learning as constructive internalization of external knowledge. The learner views the body of external information as privileged expert knowledge to be internalized. The Interest Creating Discovery Module (ICDM) is based on the conception of learning as the reorganization of one's own internal knowledge. An inventory was designed to measure the conceptions of learning corresponding to these modules, and it was administered to 194 undergraduate students. Factor analysis was used. It is apparent that all three approaches are used by college students. Only 8 of the 84 items show significant use of SWM, while 7 show use of ILM, and 15 show significant use of ICDM. ICDM may reflect an incorporation of learning conceptions from SWM and ILM, or ICDM users have reinterpreted the questions within their own approach. Two tables present study data. (Contains 19 references.) (SLD) ED366630

Hill, A. D. (1994). Geography Instructional Materials for Standards-Based Education. . Journal of Geography v93 n1 p14-20 Jan-Feb 1994 . Asserts that to establish standards-based education in K-12 geography, educators must develop strong instructional materials; train teachers to use those materials; and ensure adoption of the materials by providing curricular guidance. Maintains that alternatives to traditional content and instruction must be used. (CFR) UMI Report/ISSN: ISSN-0022-1341 EJ485593

Hillis, D. R. (1994). Formulating Training Needs for a New Technology Using a Computer-Based Simulation Supported by Artificial Intelligence. . Journal of Industrial Teacher Education v31 n3 p66-78 Spr 1994 . Computer simulation with artificial intelligence and discovery learning was used by 31 industrial technology students. Compared to 27 controls, simulation enabled students to recognize applications of new technology and the knowledge and skills needed. No differences appeared in field dependence/independence, so recognition was not a function of individual perception ability. (SK) UMI Report/ISSN: ISSN-0022-1864 EJ484465

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Ippel, M. J. (1992). Discovery Learning of Addition Strategies for Two-Digit Numbers in a Computer-Based Microworld. Netherlands Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This paper presents a framework for understanding conditions of discovery learning in computer-based microworlds. It begins with a short discussion of problems related to a traditional type of microworldi.e., learning tools for mathematicsusing the Dienes Multibase Arithmetic blocks as an example. In this discussion, hypotheses are developed about characteristics of task environments that seem to be necessary for discovery environments that seem to be necessary for discovery learning. The design of a microworld in which students are challenged to acquire algorithms for mental addition of two-digit numbers is then proposed, in a discussion that advances two general principles for the design of computational microworlds in which procedural skills can be acquired by discovery learning and that identifies two conditions that can be expected to foster problem solving behavior. The project in which the 10-square microworld was designed is then described, together with a first experiment conducted to determine whether second grade students would be able to acquire the target algorithms without the help of a teacher; the problem solving methods they utilized in reaching the goal are also described. It is noted that a prototype of the 10-square microworld implemented for a Macintosh SE/30 computer system was used in the experiment, which consisted of a sequence of five microworlds with different sets of constraints and a sixth microworld without constraints. Analyses of the study data indicate that continuing experience with the task turned the process of solving addition problems into a routine action, and that the 10-square microworld was effective in narrowing down the number of student choices. The desirability of further study of the transfer from the 10-square model to mental problem solving is indicated. Eight figures are provided. (Contains 16 references.) (ALF) ED349953

Irby, D. M. (1994). Three Exemplary Models of Case-Based Teaching. . Academic Medicine v69 n12 p947-53 Dec 1994 . Three effective strategies for case-based teaching in clinical medicine are described: case-bedside teaching involving case discussion and bedside demonstration; a combination of quick case reviews with more formal presentations on relevant topics; and discovery learning using complex cases. Five general principles of experiential learning in clinical settings are outlined. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ496451

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Jacobs, G. (1992). Hypermedia and Discovery-Based Learning: A Historical Perspective. . British Journal of Educational Technology v23 n2 p113-21 May 1992 . Reviews the history of discovery-based learning, including theories of programed learning, the work of B. F. Skinner, and the impact of information technology. Rejection of discovery learning is identified, and the likelihood in the near future of a revolution in education brought about by hypermedia technology is rejected. (47 references) (MES) UMI Report/ISSN: ISSN-0007-1013 EJ447574

Jennings, J. M. (1994). Comparative Analysis, Hypercard, and the Future of Social Studies Education. Arkansas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This research paper seeks to address new theories of learning and instructional practices that will be needed to meet the demands of 21st century education. A brief review of the literature on the topics of constructivism, reflective inquiry, and multicultural education, which form the major elements of a computer-based system called HyperCAP, are outlined. Although the new theories of learning and instructional practices are generic, they still are applicable to the future of social studies education. The HyperCAP project is explained with special emphasis on comparative analysis, the framework for the three instructional elements, and HyperCard 2.1, the information management tool used to support the desired instructional environment. The HyperCAP project combines the use of print material with computer technology in an interactive environment which, through the use of HyperCard 2.1, will allow students of history to engage in activities that include auditory, visual, and cognitive learning devices. The status of the HyperCAP project begun in the 1993-94 school year is reviewed and the future of social studies education is discussed with implications for the electronic society and expanded technology, as well as the continuing topic of cultural diversity and the contributions of cultural groups to history. (EH) ED381439

Johnson, J. E., & Others, A. (1980). Play Behavior in a Discovery-Based and a Formal-Education Preschool Program. . Child Development v51 n1 p271-74 Mar 1980 . Play behaviors of 17 children enrolled in a discovery-based preschool program and 18 children in a formal program within a university center were observed over 11 weeks for 20 one-minute observations. (Author) Reprint: UMI EJ226039

K

Keating, G. R., & Others, A. (1965). Teacher's Guide to the Rocks: The MATCH Box Project; Prototype Edition. "Rocks" is a prototype kit of rock specimens, demonstration materials and activities for 5th and 6th grade classes to use over a two-week period. It is designed to allow students to discover that rocks were not always the same as they are today, that rocks contain clues to the changes they have undergone, what life on earth was like thousands of years ago, and forces that have been at work in nature. The box is divided into 5 phases; each phase designed to take about an hour of class time to complete. The teacher's guide section for each phase lists the rock specimens under consideration in that phase, outlines procedure for the activities, and points out the kinds of discoveries the children should be making. It also includes questions that the children should be able to discuss as a result of their experiments. Suggestions are offered for activities to follow up after the box has gone. Supplements include a bibliography, an inventory of the box, and a short descriptive note about the MATCH Box Project. (JY) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: OEC-4-16-019 Project No.: BR-5-0710 ED034097

Kennedy, J. (1993). Problem Solving on Geoboards. . Mathematics Teacher v86 n1 p82 Jan 1993 . Discusses possible approaches to solving the problem of how many different triangles can be formed on an n x n geoboard and the different geometric concepts utilized to formulate a solution. Approaches include counting strategies, writing a computer program, and using difference equations. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ460291

Kresse, F. H. (1968). Materials and Activities for Teachers and Children: A Project to Develop and Evaluate Multi-Media Kits for Elementary Schools, Volume I. Final Report. The Children's Museum in Boston developed MATCH Boxes (Materials and Activities for Teachers and Children) to provide self-contained, multi-media kits for elementary school use. The project sought to determine an optimum balance of activities and various media which would involve the student directly in the learning process and would make use of the vast amount of learning potential which is non-verbal in character. A total of 114 boxes on 16 topics, largely in the social sciences, were assembled. Each box contained enough real objects, filmstrips, pictures, games, and supplies for 30 students to investigate the topics for two to three weeks. A teacher's guide offered lesson plans and information about the materials with the purpose of helping the teacher to pattern a three-way encounter between herself, the children, and the materials. The boxes were developed by teams of subject matter specialists, teachers, artists, and technicians over a period of four years. Three generations of boxes were evaluated. The teachers participating in the testing phase were asked to make a daily and an overall appraisal of the materials. Random visits by observers provided more information about the usefulness of the boxes. A second volume of the report contains analysis and evaluation of the project. This document previously announced as ED 026 852. (JY) Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Contract no.: OEC-4-16-019 Project No.: BR-5-0710 ED033614

Kynigos, C. (1993). Children's Inductive Thinking during Intrinsic and Euclidean Geometrical Activities in a Computer Programming Environment. . Educational Studies in Mathematics v24 n2 p177-97 1993 . Used 2 12-year-old children to investigate deductive and inductive reasoning in plane geometry. A LOGO microworld was programmed to measure distances and turns relative to points on the plane. Learning environments like this may enhance formation of inductive geometrical understandings. (Contains 44 references.) (LDR) UMI Report/ISSN: ISSN-0013-1954 EJ476665

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Laney, J. D. (1993). Experiential versus Experience-Based Learning and Instruction. . Journal of Educational Research v86 n4 p228-36 Mar-Apr 1993 . Examined the effectiveness of experienced-based versus other experiential learning. First graders participated in experience-dictation, experience-debriefing, or debriefing-only groups. Pre- and posttesting probed students' understanding of 10 basic economic concepts and use of cost-benefit analysis in decision making. Findings supported the superiority of experienced-based instruction. (SM) UMI Report/ISSN: ISSN-0022-0671 EJ469766

Lee, T., & Others, A. (1965). Teacher's Guide to the City: The MATCH Box Project; Prototype Edition. To introduce children (grades 1-3) to the concept of the city and to give them an appreciation for the relationship that exists between the cities men build and the lives they live in them, a multimedia kit has been assembled. The items in the kit allow the child to explore the city from various viewpoints. By comparing their similarities and differences the child can acquire a reasonable image of what a city is and what happens there. The kit includes photographs, films, books, a model city, and a record. There are 17 lesson plans. Each is printed on a separate card and gives detailed information concerning objectives, materials, and procedures. The teacher may choose the number and order of lessons most suitable for the class. Supplementary information includes a map, a poem, and background information about the contents of the kit. A list of suggested additional materials is provided. The guide is prefaced by a short history of the MATCH Box Project. (JY) Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Contract no.: OEC-4-16-019 Project No.: BR-5-0710 ED034104

Leutner, D. (1993). Guided Discovery Learning with Computer-Based Simulation Games: Effects of Adaptive and Non-Adaptive Instructional Support. . Learning and Instruction v3 n2 p113-32 1993 . System-initiated adaptive advice and learner-requested nonadaptive background information were investigated in computer simulation game experiments with 64 seventh graders, 38 college students, and 80 seventh and eighth graders in Germany. Results are discussed in terms of theories of problem solving, intelligence, memory, and information processing. (SLD) Report/ISSN: ISSN-0959-4752 EJ473799

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Maor, D., & Fraser, B. (1994). An Evaluation of an Inquiry-Based Computer-Assisted Learning Environment. . Australian Science Teachers Journal v40 n4 p65-70 Dec 1994 . This study focused on students' development of inquiry skills in a computerized learning environment. Seven Year-11 classes (n=120) interacted with a computerized database, "Birds of Antarctica," and curriculum materials while the teacher used an inquiry approach to learning. Students perceived their classes as more investigative and open-ended and improved their inquiry skills. (18 references) (Author/MKR) UMI Report/ISSN: ISSN-0045-0855 EJ509147

Martin, L. M. W. (1986). Teachers' Adoption of Multimedia Technologies for Science and Mathematics Instruction. Technical Report No. 40. New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. . This report describes a training project undertaken as part of the Bank Street College Mathematics, Science and Technology Teacher Training Project (MASTTE) to introduce teachers to "The Voyage of the Mimi," a 13-part television drama and multimedia package designed to supplement the regular curricula for science and mathematics in the upper-elementary and middle school grades. A major focus of the discussion is the effectiveness of the Mimi materials for classroom use, i.e., four microcomputer modules with manuals and a book version of the television show with classroom activity suggestions and additional factual information. The effects of the organizational features of the individual school systems on the adoption and diffusion of these materials are also discussed, using the notions of multi-entry levels of technology and embedded context analysis to help describe and understand the factors affecting classroom change mediated by the introduction of technology. It was found that teachers were able to tolerate a wide range of conditions for working with the Mimi package, and that the teachers' work in the classroom seemed to be as much influenced by the technology as the technological applications were shaped by the teachers. Finally, it was also found that the school systems significantly influenced and defined the project goals for the teachers, so that individual experimentations by teachers in the classrooms had different impacts depending on the context of the wider systems in which they occurred. (17 references) (EW) ED297708

Mason, P. K., & Others, A. (1996). Take-Home Challenges: Extending Discovery-Based Activities Beyond the General Chemistry Classroom. . Journal of Chemical Education v73 n4 p337-38 Apr 1996 . Presents an example of a take-home discovery-based activity that supplements the lecture component of a general chemistry course. Involves the student in chemistry exploration outside the class. Extends the context of content and experimentation into a nontraditional laboratory environment. Reports that students find the challenges useful in helping them gain a conceptual understanding of the phenomena addressed. (JRH) UMI Report/ISSN: ISSN-0021-9584 EJ523665

Mitchell, R. (1992). The Preconception-Based Learning Cycle: An Alternative to the Traditional Lecture Method of Instruction. . Primus v2 n4 p317-34 Dec 1992 . Discusses an activity-based, exploratory-centered model of instruction based on the Piagetian theory of developmental learning that bridges the gap between the expected and actual levels of student reasoning. Applies the method to learning the mathematical concepts of circumference, area and volume, and division by zero. (22 references) (MDH) Report/ISSN: ISSN-1051-1970 EJ465996

Moller, H. (1970). Media for Discovery. . Although education journals contain article after article about the wonders that computers, color television, and other elaborate hardware will bring to the classroom, many teachers do not yet have access to these things and must make do with the "humble" media: pictures, filmstrips (both silent and sound), slides, films, and overhead projected material. In fact the potential of even these media has not been fully developed. Each medium has specific learning effects. For example, sound filmstrips structure what is seen more than silent ones do. Teachers who understand both the potential and limitations of these media can facilitate the prime aim of education today: Understanding, rather than acquisition of data; insight, rather than inventory of facts; and intelligent guesses rather than pat answers. Prime requirements for putting the media to work are flexibility of approach and an open, pleasant learning environment: Multi-media kits should be selected that really do contain material from several media. Several sample learning units on such topics as rocks and minerals, simple machines, and outer space are described that do integrate material from various media. (JK) Not available from EDRS. Document Not Available from EDRS. Visual Education Centre, 95 Berkeley Street, Toronto 2a, Ontario, Canada ($3.97) ED053572

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New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . Based on reviews of 10 examples of multimedia design, this paper presents an introductory framework for reflecting on the issues involved in the design of interactive multimedia instructional programs for discovery learning. High school students, junior and senior high school teachers, and Center for Technology in Education (CTE) staff reviewed the programs in the CTE multimedia lab, using and discussing them from the standpoint of consumers as well as design critics. This paper provides a synthesis of their different perspectives on the programs' characteristic features in the form of questions designed to help educators to better understand and evaluate these and other new multimedia materials. Discussions of the design issues are organized according to what appear to be the basic design components of most discovery-oriented multimedia programs and the major design considerations in each category: (1) a database of information, with a particular content (depth vs. breadth, media formats, realism, point of view, and connection to curricula) and a particular database structure (nature of the raw materials, browsing vs. direct searching and sorting, use of contextual metaphors and organizers, and structured activities); (2) a computer software user interface for accessing the information (contextualizing overview, locational information, visual/spatial access, multiple options, and system responsiveness and consistency); and (3) interactive tools for manipulating the information (personalizing; searching, sorting, and browsing tools; linking and tracing; editing and authoring; and producing, composing, and programming). (10 references) (DB) ED337149

Nosofsky, & William, E. (1982). Social Studies Grade 7: American History. Historical Development of the United States. Course of Study and Related Learning Activities. New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. New York City Board of Education, Division of Curriculum and Instruction, Room 613, 131 Livingston Street, Brooklyn, NY 11201 ($8.00). . The New York City social studies curriculum revision program emphasizes the teaching of basic concepts rather than the accumulation of data, providing students with necessary values and skills to cope with today's social problems. To accomplish this, the curriculum uses techniques of inquiry and discovery that aim at conceptualization and that emphasize multimedia materials rather than the traditional textbook. Two of these basic concepts are the viewing of history as a continuous process, where events have multiple causes and effects, and the realization of the significance of geographic factors in the life of a nation. A sequential list of 94 themes in social studies that are to be presented from pre-kindergarten to grade 12 and a chart of 128 skills to be developed over the same time period are given. The five themes to be explored in grade 7 are: (1) why people moved to the New World; (2) how permanent settlements were formed in the New World; (3) how the 13 colonies became one nation; (4) how the United States grew in a changing political climate; and (5) how U.S. democracy changed in response to the needs of the 20th century. An in-depth discussion of the historical concepts and backgrounds, study questions, classroom activities, readings, and a multimedia bibliography are given for each theme. The appendices include a discussion of the "Sources of Our Liberties" and "Freedom Train" document collections. (PPB) ED308103

Nyberg, L., & M., E. (1993). Earth's Caretakers: Native American Lessons. Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Earth's Caretakers, Masters Project, 207 Bailey Hall, Lawrence, KS 66045 (paperback: $10 first copy; two copies, $9 each; three copies, $8 each; fourth and each additional copy, $4 each). Contract no.: TPE9050255 . Written by Native American teachers and by teachers of Native Americans, this book presents examples of ways to learn respect for the Earth and its people. The hope is that students will learn to walk softly upon the Earth and to respect all living things. Lessons and activities engage elementary and middle school students in a four-step participatory exploration of topics that are meaningful and relevant to their lives. Each chapter begins with a profile of a Native Americanan artist, a teacher, a cook, an engineer, and a dancer. Students then follow a guided discovery format to study different subject areas suggested by facets of that person's life. Components of the format are exploration (presentation of the problem or issue), seminar (discussion and problem solving), invention (new information and interpretation), and application of knowledge to a new situation. Science, language arts, mathematics, art, and social studies are integrated into lessons encompassing topics such as ecosystems, ethnocultures, health, and art from the earth. Contains 40 additional readings and many illustrations. (TD) ED373940

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Parkes, A. P. (1994). A Study of Problem Solving Activities in a Hypermedia Representation. . Journal of Educational Multimedia and Hypermedia v3 n2 p197-223 1994 . Presents a study of problem-solving activities in a hypermedia representation of a theorem-proving problem. Qualitative analyses of user activities and responses to questions asked while using a system called HUGH&ME are described. The need for hypermedia-based tools to support expression and refinement of reasoning during problem solving is discussed. (Contains 32 references.) (KRN) Report/ISSN: ISSN-1055-8896 EJ486820

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Raphael, J., & Greenberg, R. (1995). Computers in Public Schools: Changing the Image with Image Processing. . NASSP Bulletin v79 n572 p90-97 Sep 1995 . The kinds of educational technologies selected can make the difference between uninspired, rote computer use and challenging learning experiences. University of Arizona's Image Processing for Teaching Project has worked with over 1,000 teachers to develop image-processing techniques that provide students with exciting, open-ended opportunities for exploration, discovery, and quantitative analysis. (MLH) UMI Report/ISSN: ISSN-0192-6365 EJ509920

Ray, H. W. (1966). Instructional Media and Heuristic Learning. Final Report. A project was initiated in the Centennial School District, Warminster, Pennsylvania, to improve response-eliciting educational materials. Efforts were concentrated on developing environmental awareness, imagination, figure and ground discrimination, memory training, visual motor skills, and picture interpretation. Classes of primary and intermediate slow-learning children and kindergarten children tried out self-motivating materials. Film loops, overhead projection transparencies, light table transparencies, filmstrips, 2x2 slides, and visual puzzles were the means of the learning experience. Generally, a great deal of interest and discussion was provoked by the materials. A demonstration conference in Harrisburg (March 1966) planned basic, educational, personality, and special education research on these instructional media. It was concluded that educational experiences can be designed and materials produced which enable children to discover things for themselves and learn more actively. The project has received positive support from teachers of normal and slow-learning children. (TI) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: OEC-5-16-029 Project No.: BR-5-1026 ED023291

Reimann, P. (1994). Supporting Instance-Based Learning in Discovery Learning Environments. Germany Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . Recent research has demonstrated that knowledge about specific instances may be of more relevance to reasoning than has previously been assumed. Students can rely on principles they have learned, or they can recall something similar previously experienced, and base the new prediction on it in an instance-based approach. Instance-based (or case-based) problem solving is important in simulation environments. The CAse-BAsed Tutor (CABAT) is a tool that supports case-based learning in a simulation environment, specifically the computer-simulated laboratory environment DIBI. CABAT stores simulated experiments done by the student and uses the episodic knowledge when the student does a new experiment, reminding the student of the former solution. The interface for elaborated examples is described, and some early empirical results with a chess game that used the same approach are presented. Three figures illustrate the simulation approach. (Contains 17 references.) (SLD) ED378238

Rieber, L. P. (1995). A Historical Review of Visualization in Human Cognition. . Educational Technology Research and Development v43 n1 p45-56 1995 . Presents a historical overview of visualization as a cognitive strategy in human creativity, discovery, and problem-solving. Highlights include visualization as a cognitive strategy for solving everyday problems; visualization by scientists and inventors; counter examples; and implications for multimedia learning environments, instructional designers, and virtual reality. (LRW) UMI Report/ISSN: ISSN-1042-1629 EJ501722

Robison, H. F. (1974). Classification Skills. Toward Competence Instructional Materials for Teacher Education. . This learning module helps the teacher to master teaching skills that stimulate children to explore materials and to order their explorations in ways that lead to classification and that generate the child's own structuring of his discoveries and experiences. Teaching behaviors focused upon are congruent with Piagetian concepts about a child's cognitive development. Three activities are given for each of four objectives followed by optional activities and a post-assessment self-check and mastery test. An answer key is provided in the appendix. (JD) Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Competency Based Teacher Education Project, The City University of New York, 315 Park Avenue South, New York, N.Y. 10010 ED129784

Roth, W.-M., & Roychoudhury, A. (1993). Using Vee and Concept Maps in Collaborative Settings: Elementary Education Majors Construct Meaning in Physical Science Courses. . School Science and Mathematics v93 n5 p237-44 May-Jun 1993 . Discusses Vee mapping, a technique to assist students in categorizing the relationship between the conceptual and procedural aspects of science. Presents a study to investigate elementary education majors' (n=27) use of the Vee heuristic and concept mapping for the construction of knowledge; attitudes toward learning science in collaborative groups; and knowledge of the process of learning science. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ463112

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Schwarz, G. (1995). The Language of OBE Reveals Its Limitations. . Educational Leadership v52 n1 p87-88 Sep 1995 . Outcome-based education (OBE) advocates use mechanistic terminology suggestive of the business world, not organic words embodying reflection, serendipity, and discovery. With OBE, outside experts prescribe what is best for students and teachers, who remain essentially voiceless. Teaching is defined in technical dimensions. Such linear, rationalistic language encourages neither debate nor spontaneity. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ509893

Scruggs, T. E., & Others, A. (1993). Reading versus Doing: The Relative Effects of Textbook-Based and Inquiry-Oriented Approaches to Science Learning in Special Education Classrooms. . Journal of Special Education v27 n1 p1-15 Spr 1993 . Twenty-six junior high school students with learning disabilities studied two science units via an activity-based, inquiry-oriented approach or a textbook approach. Students performed higher on immediate and delayed unit tests when they had learned by the inquiry approach, and reported a preference for this approach. Vocabulary acquisition was limited in both conditions. (Author/JDD) UMI Report/ISSN: ISSN-0022-4669 EJ465355

Sfondilias, J. S., & Siegel, M. A. (1990). Combining Discovery and Direct Instruction Strategies in Computer-Based Teaching of Mathematical Problem Solving. . Journal of Computer-Based Instruction v17 n4 p130-34 Fall 1990 . Describes study of university students that investigated the effects of two direct instruction techniques in a computer-based algebra lesson: the cognitive routine (CR) and the Corrective Feedback Paradigm (CFP). Research design is explained, results are analyzed, and further research is suggested. (nine references) (LRW) UMI Report/ISSN: ISSN-0098-597X EJ421708

Standring, G., & Others, A. (1965). Teacher's Guide to Seeds: The MATCH Box Project; Prototype Edition. The objective of this multimedia kit is to provide third and fourth grade children with materials with which they can interact, and which will help them to explore a selected part of their environment. By examining the fruits and seeds in the box, by experimenting with them, and by watching them grow, children will acquire skill in manipulating small objects; devising and designing experiments; predicting, observing and recording results; and explaining and testing their conclusions. The kit contains seeds, fruits, maps, data charts, books, equipment for experiments, and a film loop. Suggestions for using the materials are presented in the form of 11 lesson cards. In addition, there are suggestions for things to do before and after the kit. Background information on the material in the kit is provided for the teacher, as well as a bibliography and film list. A short history of the MATCH Box Project prefaces the guide. (JY) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: OEC-4-16-019 Project No.: BR-5-0710 ED034100

Stansfield, D. (1969). Learning From a Box. Orbit (Preliminary Issue) 1 24-25. EJ016021

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Trombulak, S. C. (1995). Merging Inquiry-Based Learning with Near-Peer Teaching. . Bioscience v45 n6 p412-16 Jun 1995 . EJ508988

Trotter, A. (1993). Planning for Multimedia. . Executive Educator v15 n6 p18-21 Jun 1993 . About 21% of all U.S. public school students attend schools equipped with multimedia computers, videodisc players, and other software designed to combine text, graphics, and sound in interactive applications. Multimedia software products can nurture the seven multiple intelligences identified by Howard Gardner, if properly implemented. Practicality, instructional issues, and implementation strategies are discussed. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ463940

Trotter, A. (1995). Classroom Constructivism. . Executive Educator v17 n10 p25-27 Oct 1995 . Constructivism, which holds that knowledge is created out of each individual's own experience, is recapturing researchers' attention. To constructivists, teachers are not omniscient oracles, but nutritionists providing an environment for children to grow their own knowledge. Students might learn division by planning a field trip instead of completing textbook exercises. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ511736

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Williams, S., & Williamson, S. (1967). Teacher's Guide to Imagination Unlimited. The MATCH Book Project; Prototype Edition. The idea of this box of multimedia instructional materials is to surround the children with curious and wonderful objects and experiences which will stimulate them to self-expression. The kit provides a set of unusual objects: two movies about a rainshower, one from a weatherman's point of view and one as seen through the eyes of an artist; a set of pictograph word cards to be used in a game; and 25 photographs to interpret. The teacher's guide gives the procedure for 11 lessons which are designed to allow imaginative play with words in order to learn how words relate to each other, how their associations vary, and how their meanings shift and change. Throughout the box, emphasis is placed upon careful observation and individual interpretation of events. Supplements include an inventory of the box; a list of books, films, other related projects, and a short descriptive note about the MATCH Box Project. (JY) Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: OEC-4-16-019 Project No.: BR-5-0710 ED034106

Wilson, K. S. (1992). Multimedia Design Research for the Museum Education Consortium's Museum Visitor's Prototype. Technical Report No. 24. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This paper briefly describes the design and development of The Museum Visitor's Prototype, an interactive multimedia videodisk that was developed for the Museum Education Consortium. The consortium, which consists of the education departments of seven art museums, investigates the roles that technology might play in museum and art education, and seeks to provide more effective access to the arts. The prototype was created as part of a larger research effort to explore new discovery-based methods for introducing adult visitors with little or no background in art or art history to different ways of looking at and thinking about paintings. This report discusses the Museum Visitor's Prototype, key design and production issues, highlights of the formative research, and potential future developments in this area. (ALF) ED349959

Wilson, K. S. (1992). Two Multimedia Design Research Projects: Palenque and The Museum Visitor's Project. Technical Report No. 23. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This paper briefly describes two interactive multimedia research and development projects, the Palenque Project (1985-1991) at Bank Street College, and the Museum Education Consortium's Interactive Video Project (1988-1991) at the Museum of Modern Art in New York City. It is noted that the designs of both prototypes share experimentation with a pedagogical bias toward discovery-based learning, feature exploratory experiences in multidimensional environments, and contain a variety of similar user interface characteristics which promote information access and manipulation. Each of the projects is described separately. Palenque is a digital video interactive (DVI) project based on a self-directed exploration of an ancient Maya site and on the perusal of a multimedia database called the Palenque Museum, which was originally designed to provide a discovery-based experience for 8- to 14-year-old children and their families at home. The Museum Consortium's project is an interactive multimedia prototype that was developed as a discovery-based learning experience for testing with adult museum visitors who have a limited knowledge of art history or art. Design features common to the two projects are then discussed, and a brief summary of the design issues that need to be addressed in their development concludes the paper. (ALF) ED349963

Wilson, K., & Tally, W. (1991). Designing for Discovery: Interactive Multimedia Learning Environments at Bank Street College. Technical Report No. 15. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This report discusses "multimedia" instruction as it applies to successful learning environments at Bank Street College of Education (New York), ranging from pre-electronic to electronic. In four of the interviews detailed, a Bank Street College professor, researcher, and two Bank Street School for Children teachers offer different perspectives for thinking about the character and quality of the learning situation, the nature of learning materials, the structure of the learning environment, the kinds of interactions that are built into those environments, and the theories of learning and child development implicit in their work. In the last three interviews, other Bank Street staff respond to the need for a variety of design models for electronic multimedia environments. Two models are discussed which exemplify the Bank Street tradition in multimedia design: "The Voyage of the Mimi," a television series, and the videodisk-based "Palenque." The role of formative evaluation in the development of these multimedia materials is also discussed in an interview with a formative researcher who worked on both projects, and the relationship between teacher and student in a multimedia classroom is considered. A list of 88 related articles is provided. (Author/DB) ED337147

Wilson, K., & Tally, W. (1991). Looking at Multimedia: Design Issues in Several Discovery-Oriented Programs. Technical Report No. 13. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage.