The issue I heard people saying was that not just love for learning was issue, but also recall in long term, lack of understanding and students freezing when they encountered just slightly different problem then the one they have been taught directly. E.g. the act of actively solving problem, having to try out different options and think makes you better able to derive formula again when you forget it or to use it in different contexts.
Also that students who are taught via direct instruction only (everything on the platter) freeze when they encounter non straightforward exercises. They are unused to initial uncertainty, doubt, assume that if first attempt failed then it means something bad and there is no point in continuing etc.
Obviously, in practice it is not and should not be exclusive dichotomy between the two. The teacher should be able to teach some parts of curriculum via direct instruction and others via minimal guidance depending on what is taught, where students struggle and looking for reasonable trade-off between the two.
> [Direct instruction students] freeze when they
> encounter non straightforward exercises. They
> are unused to initial uncertainty, doubt,
> assume that if first attempt failed then it
> means something bad and there is no point in
> continuing etc.
I would argue that students "freezing up" when presented with new problems is _also_ a part of a solid educational approach. Careful guided instruction when introducing new topics is absolutely necessary. But at some point the student is going to need to practice "open-ended" problems.
It is sort of like weight lifting, to really develop one needs to reach the point of failure in a controlled way, regularly and repeatedly, BUT NOT ALL THE TIME.
Also that students who are taught via direct instruction only (everything on the platter) freeze when they encounter non straightforward exercises. They are unused to initial uncertainty, doubt, assume that if first attempt failed then it means something bad and there is no point in continuing etc.
Obviously, in practice it is not and should not be exclusive dichotomy between the two. The teacher should be able to teach some parts of curriculum via direct instruction and others via minimal guidance depending on what is taught, where students struggle and looking for reasonable trade-off between the two.