ABSTRACT
Although the findings in chapter 9 were consistent with the claim that improvements in opportunities and self-regulatory capacities optimize adjustments and maximize learning during independent work, they did not show how the same conditions promote discovery learning, too. In this chapter we present an instructional model to show this effect. The model presents self-regulation problems that students can solve by reducing the discrepancy between what they know and what they want to know. It contrasts the approach of chapter 9, which encouraged students with disabilities to reduce the discrepancy between what they expected to accomplish during independent work and what they actually accomplished. Both problems are similar nonetheless in that they deal with discrepancies between goal-state expectations and actual-state circumstances.
