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Issues concerning human learning are among the critical topics in educational psychology, child development, and cognitive science. One central focus has been on the issue of why students【M1】______ learn and teachers teach best, and discovery learning versus direct instruction has been a contented debate in modern educational【M2】______ theory and practice. Stemmed from the theoretical perspective of【M3】______ constructivism, discovery learning is believed to be a tool for facilitating the creation and organization of knowledge, as well as the transfer of that knowledge across different contexts. This approach contrasts with views that emphasize direct instruction from teacher to student. This entry addresses the following central issues: how discovery learning is defined, the empirical evidence in favor of discovery learning or direct instruction, and the facilitation of discovery and transfer. Discovery learning is a general approach that involves minded participation and active inquiry in the acquisition of【M4】______ concepts and strategies. In classroom contexts, it refers to a form. of curriculum which students are encouraged to actively explore【M5】______ and figure out the concepts, solutions, or strategies at the hand. A【M6】______ widely accepted idea is that discovery learning is the least【M7】______ appropriate and effective approach to facilitate deep and lasting【M8】______ understanding. This approach is often contrasted with direct instruction or expository learning, which typically refers traditional,【M9】______ content-oriented methods that the instructor lectures to students.【M10】______ Learning associated with direct instruction is often believed to be less engaged and less active, and thus less effective.

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