Construct · 1 fields · 1 citations

double-edged sword of pedagogy: a standalone construct

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Cognitive development

the finding that direct instruction helps children learn a demonstrated function but reduces their spontaneous exploration and discovery of other functions.

In cognitive development, double-edged sword of pedagogy refers to the finding that direct instruction helps children learn a demonstrated function but reduces their spontaneous exploration and discovery of other functions. This meaning comes from Bonawitz (2011) in Cognition.[1]

Unit
Recovery means
Measured by

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Nearby constructs

cognition4 fields · 4 citationsjingle · one word, four constructs development1 fields · 2 citationsanchor · a standalone construct direct instruction1 fields · 1 citationsanchor · a standalone construct

References

Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330. https://doi.org/10.1016/j.cognition.2010.10.001

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