Effects of Reception and Discovery Instruction on Kindergarteners’ Performance on Probability Tasks

Bibliographic Data

ID8224428
AuthorsGordon N Cantor (University of Iowa, corresponding author), Linda L Dunlap (Dutchess Community College, New York), Candice S Rettie (University of Iowa)
Year1982
Volume19
Issue3
Pages453-463
Publication date1982-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/00028312019003453
OpenAlexW2144687702
LanguageEN
Citations received3
References cited9

Seventy-two kindergarteners participated in an instructional session (involving a reception, discovery, or control condition) and then took two immediate and two delayed (3 weeks) criterion tests, all of the tasks being concerned with simple probability events. Both a prediction and an explanation measure were used. Evidence for the superiority of discovery learning was not forthcoming. In the case of both the reception and discovery groups, prediction performance on the two criterion tests identical in type to the instructional task was consistently superior to that on the two criterion tests differing in type from the training task. Significant instructional condition prediction effects occurred predominantly, though not exclusively, in the criterion tests identical in type to the training task

Control (management · Discovery Learning · Machine learning · Mathematics education · Session (web analytics · Task (project management · Artificial Intelligence · Cognitive and developmental aspects of mathematical skills · Computer Science · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes

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