Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
14 - The Guided Discovery Principle in Multimedia Learning
Published online by Cambridge University Press: 05 June 2012
By
Edited by
Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
Summary
Abstract
Inquiry or scientific discovery learning environments are environments in which a domain is not directly offered to learners but in which learners have to induce the domain from experiences or examples. Because this is a difficult task the discovery process needs to be combined with guidance for the learner. The most effective way to provide this guidance is to integrate it in the learning environment. Guidance may be directed at one or more of the discovery learning processes, for example, hypothesis generation or monitoring, or at structuring the overall process. With adequate guidance discovery learning can be an effective learning approach in which mainly “intuitive” or “deep” conceptual knowledge can be acquired. Inquiry learning now finds new directions in collaborative inquiry and modeling environments.
Guided Discovery Learning
In the design of learning environments the emphasis in the learning process is often placed on the learning material or the teacher. In this way instruction that explains principles and rules in a domain to a learner is created. This instructive mode of teaching and learning can be contrasted with an inductive learning mode in which the emphasis in the learning process is with the learner. This scientific discovery (or inquiry) learning is characterized by the induction of principles from experiences and/or examples (Swaak & de Jong, 1996). The learner's knowledge acquisition process progresses by stating rules or hypotheses on the basis of concrete situations and by subsequently testing these hypotheses in new situations.
- Type
- Chapter
- Information
- The Cambridge Handbook of Multimedia Learning , pp. 215 - 228Publisher: Cambridge University PressPrint publication year: 2005
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