University of Twente Student Theses
Instructiebenaderingen bij gemiddelde en hoogbegaafde leerlingen: welke zorgt voor de meeste leeropbrengst, stemming en flow?
Bong, E.J. (2014) Instructiebenaderingen bij gemiddelde en hoogbegaafde leerlingen: welke zorgt voor de meeste leeropbrengst, stemming en flow?
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| Abstract: | This study responds to the discussion in education which instructional approach is most effective in primary education. The three instructional approaches that have been examined: 1. direct instruction, 2. unguided discovery learning and 3. guided discovery learning. The effect of the instructional approaches on learning gains, flow and mood have been examined. Because average learners learn different than gifted learners this study has been done with both groups. In total 147 learners participated: 76 average learners and 71 gifted learners. Both groups were divided in the three conditions that teach students, each by another instructional approach, more about electric circuits. In the condition direct instruction the knowledge will be given to learners by a video-instruction. In the video a teacher gives a demonstration with an electricity kit, whereby learners have to answer the questions that are being asked during the video-instruction. Learners in the two discovery learning conditions have to work with the electricity kit by themselves. The unguided condition will do research using three research questions; de guided condition will be using a more extensive roadmap with research questions. Interest and foreknowledge have been measured in addition to learning gains, flow and mood. In this research there was no significant difference between the conditions as to interest and foreknowledge. The instructional approach had no significant effect on mood and flow. This research show the following results that apply to average and gifted learners. Unguided discovery learning provide less learning gains than direct instruction and guided discovery learning. Direct instruction and guided discovery learning provide the same amount of learning gains. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/64769 |
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