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      The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

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          Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

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            When choice is demotivating: Can one desire too much of a good thing?

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              Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.

              The author's thesis is that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning--practiced under the guise of cognitive constructivism or social constructivism--as a preferred instructional method. The author reviews research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration. ((c) 2004 APA, all rights reserved)
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                Author and article information

                Journal
                Educational Psychology Review
                Educ Psychol Rev
                Springer Nature America, Inc
                1040-726X
                1573-336X
                March 2012
                October 13 2011
                March 2012
                : 24
                : 1
                : 89-111
                Article
                10.1007/s10648-011-9182-7
                cc79498c-c306-4fc2-812a-e4c857ca0542
                © 2012
                History

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