Foundations Before Discovery Learning

When learners are beginners — especially in underresourced schools — giving them explicit, faultless instruction and a solid knowledge foundation leads to bigger learning gains than open discovery approaches. A longstanding program (Direct Instruction) aligns with later cognitive‑science findings and shows sizable average effects in meta‑analysis, suggesting policy should prioritize structured knowledge‑building for novices. — Shifts the school‑reform conversation from ideological polarities about 'student independence' to evidence‑based choices about how novices acquire expertise, with implications for equity, curriculum, and teacher training.