ABSTRACT

This article evaluates the effect of discovery-based learning (DBL) in an undergraduate course in literature. The DBL method asked students in an introductory course on the Bible to discover facts about authorship and genres of various books through guided reading, followed by expository comments. The control method, in contrast, directly presented students with the expository comments. We show that students retained the target facts better in the short term with the DBL method than with the control method. Statistical analysis suggests that DBL plays a more decisive role in determining this outcome than the student’s general academic competence or background. The gain with DBL is more significant for students who successfully discovered the target facts during treatment. According to a survey, twice as many students preferred DBL than the expository approach.

摘要

本文评估了基于发现的学习 (DBL) 在文学本科课程中的效果。DBL方法要求学生在圣经入门课程中通过引导阅读来发现有关各种书籍的作者和体裁的事实，然后是解释性评论。相比之下，控制方法直接向学生呈现说明性评论。我们表明，学生在短期内使用 DBL 方法比使用控制方法更好地保留了目标事实。统计分析表明，与学生的一般学术能力或背景相比，DBL 在确定这一结果方面起着更决定性的作用。对于在治疗过程中成功发现目标事实的学生来说，使用 DBL 获得的收益更为显着。根据一项调查，