Open Collections

Lutrin, Aimee

University of British Columbia

While opposing theories of learning have dominated psycho-educational understanding for decades, the current state of the literature reveals a trade-off between instructional delivery and learning behaviours. For example, the “double-edged sword” view of pedagogy posits that if children are given precise instructions (e.g., “press this button to make the toy light up”), the more confident and the less exploratory they tend to be (Bonawitz et al., 2011). Despite psycholinguistic and cognitive developmental understandings of verbal disfluencies and their effects, as well as substantive educational discernment on instructional outcomes, there is little research bridging this literature. Grounded through a positivistic paradigm and through the utilization of quantitative methods, this research examines the effects of instructional precision on exploratory behaviours in early childhood experiential learning. Reflective of previous research, I hypothesize student agency is better supported by commodious instruction than precise instruction. Broadly, the results of this project may provide insight into the ways in which slight changes to our environmental scripts influence our perceptions and behaviours. More specifically, this research will elucidate how instructional design and delivery scaffold positive learning experiences for young children.

Text

2024-09-12

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/89226

Media and Technology Studies Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/