Developmental psychology.pdf

268 Learning and Information Processing
Answer to Figure 10.7
Eclecticism in Education
The instructor serves as a model in both approaches. In the programmed method he
or she demonstrates the value of systematic steps and a carefully planned method. In
the discovery method the model emphasizes flexibility of thought and a willingness to
diverge from planned objectives. The perceived consequences of the model's behavior
can have a powerful influence in each instance.
Advantages and Disadvantages The chief advantages in the programmed approach
are that the learner knows that the objectives and the methods of attaining
them are readily available. Learning can be achieved rapidly. This method is especially
efficient for developing basic skills and enabling students to gain initial knowledge in
a new field.
The main assets in the discovery approach are that the students are more likely
to develop their own ways of thinking about problems as well as their own ways of
dealing with them. Problems are identified, as well as solutions. In choosing their own
approach, the learners are likely to be highly motivated, and the learning is more likely
to be retained.
Both approaches also have their drawbacks. Constant exposure to the highly
structured environment of the programmed approach may make the learner overly
dependent on the procedures established by others. Also, fully prepared materials, although
helpful in many ways, are not sufficient to keep most students motivated. Some
contact with teachers is necessary (Klausmeier, 1976).
In contrast, students in discovery learning may spend a great deal of time
finding a focus. Eventually they may even discover incorrect or relatively useless principles.
In addition, the discovery mode, if well presented, is extremely demanding on
instructors, for they are asked to discard their traditional methods and also the usual
subject matter (Bennett, 1976).
Value of Eclecticism The decision concerning which method to use in a given
instance depends partly on the goals of instruction and partly on the experience of the
learner. Each method is especially useful for certain purposes and limited for others.
The programmed approach may be efficient at the outset, and the discovery approach
may be most useful later, for it requires time and a certain level of student ability to
be employed profitably. In some cases it may be useful to begin with a brief discovery
unit, chiefly for purposes of motivation.
Neither approach, it should be noted, totally excludes the other. There is some
programming in discovery learning in the sense that some context and materials must
be established. There is also an element of discovery in programmed instruction, not