title: The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.
authors.affiliation: Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213-3890, USA. klahr@cmc.edu
authors.forename: David
authors.initials: D
authors.lastname: Klahr
authors.forename: Milena
authors.initials: M
authors.lastname: Nigam
mesh_terms: D000124:Achievement; D002648:Child; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D012586:Science / Q000193:education*; D013663:Teaching / Q000379:methods*