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Effective instruction for gifted children: a comparison of direct instruction and inquiry learning

Kleij, M.A. ten (2012) Effective instruction for gifted children: a comparison of direct instruction and inquiry learning.

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Abstract:In the debate about whether direct instruction or inquiry learning is the better instruction method, a lot of research has been done. Up till now, this research focused on average students, whereas this study focuses on gifted children. When looking at the learning characteristics and preferences of gifted children, it is expected that inquiry learning is more suitable as instruction method for gifted children, than direct instruction. In the present study, 47 participants received either a direct instruction or an inquiry lesson about the domain ‘floating and sinking’. The learning outcomes of both instructions were compared to each other to see which instruction yielded better learning outcomes and it was tested if the learning outcomes remained the same over time. Also, participants were asked about their preference for direct instruction or inquiry learning. The results showed no differences in learning outcomes between conditions, but they did show that gifted children preferred inquiry learning over direct instruction. The lack of difference in learning outcomes might be explained by the pertinacity of the misconceptions about ‘floating and sinking’.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/62445
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