Socratic Dialogue vs. Direct Instruction in Higher-Order Cognitive Skill Development: A Comparative Analysis of Pedagogical Efficacy Across STEM and Humanities Curricula
Keywords:
Socratic dialogue pedagogy, direct instruction framework, higher-order cognitive skills, Bloom's revised taxonomy, constructivist learning theory, STEM and humanities curricula, quasi-experimental instructional design, metacognitive regulation, scaffolded curriculum developmentAbstract
The persistent debate between constructivist inquiry-based models and explicit direct instruction frameworks has generated substantial empirical divergence across disciplinary contexts. This study employs a mixed-methods quasi-experimental design across four tertiary institutions to evaluate the differential impact of Socratic dialogic pedagogy and structured direct instruction on higher-order cognitive skill acquisition, as indexed by Bloom's revised taxonomy. A cohort of 612 undergraduate students across STEM and humanities programs was assessed over two consecutive academic semesters. Findings indicate statistically significant discipline-dependent efficacy differentials: Socratic dialogue yielded superior metacognitive regulation outcomes in humanities contexts (p < .01), whereas direct instruction demonstrated measurable advantages in procedural fluency and schema consolidation within STEM disciplines. Implications for blended instructional design and curriculum scaffolding are discussed.
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