Discovery Learning presented by Maria Peralta

What is Discovery Learning?

Discovery Learning is an active process of inquiry-based instruction that encourages learners to build on prior knowledge through experience and to search for new information and relationships based on their interests.

History of Discovery Learning

The principles of discovery learning in a book was about how people construct knowledge based on prior experiences was first outlined in 1967 by the Psychologist and cognitive learning theorist, Jerome Burner.

Similar constructivist learning theories were developed by John Dewey, Jean Piaget, and Lev Vygotsky, all of whom suggested that discovery learning encourages students to become active participants in the learning process by exploring concepts and answering questions through experience.

Discovery Learning in Practice

The educational goals of discovery learning are to promote a deep understanding, developing meta-cognitive skills, and encouraging a high level of student engagement.

Types of Discovery Learning

•       Experiments

•       Exploration

•       Stimulation-based Learning

•       Problem-Based Learning

•       Inquiry-based Learning

•       Web quest

Support and Criticism

Pro-discovery learning theory explain that this theory will actively engage students in the learning process, motivate students to practice, encourage autonomy and independence, promote the development of creativity and problem-solving skills, and provide an individualized learning experience.

On the contrary, anti-discovery learning theory cautioned that this theory may be overwhelming for learners who need more structure, may allow for possible misunderstanding, and may prevent teachers from gauging whether students are having difficulties.


Discovery Learning Family Tree

Retrieved from:http://etec.ctlt.ubc.ca/510wiki/images/thumb/f/f9/Cognitivism2.jpg/1200px-Cognitivism2.jpg

Discovery Learning Lesson Plan Format

Sample Discovery Learning Lesson Plan on Adding Integers

Teacher:     Student 1, may you please tell us again what an Integer is and give three examples.

Student 1:    Integer is a number with no fractional part.  It includes the counting numbers {1, 2, 3…}, zero, and the negative of the counting numbers {-1, -2, -3…}.  Examples are 7, 0, and -7.

Teacher:        (will locate integers in the number line)

                   Student 2, give me two positive numbers

Student 2:       2 and 7

Teacher:          Great, now what is 2 plus 7?

Student 2:        That’s easy, 2 plus 7 equals 9.

Teacher:          Very good! Now, can anybody model 2 plus 7 equals 9 in a number line?

(Expected answer will be starting from 2 move seven units to the right, you’ll stop and arrive at 9.)

(Teacher may ask 2 or more students of the same nature of problem, then switch)

Teacher:          What if I make 2 and 7 negatives, what will be its sum?

(It may be few seconds of silence , suddenly a light bulb turns back on)

Student 3:       negative 2 plus negative 7 equals negative 9!

Teacher:       And why is that?

Student 3:     (will model through number line) I started from -2 and moved 7 units to the left, since it is negative, I stopped and arrived at negative 9.

Teacher:      Well done!

(Teacher may ask 2 or more students of the same nature of problem, then switch)

Teacher:            What makes a positive 4 and a negative 3..? negative 7 and a positive 20..? positive 15 plus negative 12..?

Students will start seeing the pattern.  The teacher may start giving larger integer value.  This will make students move out of the number line concept and discover the rules in adding integers.

Student 4:   Do we really need to use the number line when adding integers?

Teacher:     Hmm… do you have a better idea?

Student 4: Yes!!! If we are adding positive integers, we add the two numbers and the sign stays the same and if we are adding negative integers, we add the two numbers and the sign stays the same.

Student 5:  Oh I know!  If we are adding a positive and a negative integer, we subtract the numbers and copy the sign of the bigger number.

Teacher will have students prove their statement by once again modeling through the number line and relate to their discovery.  Once the “aha” moment is in, re-instate what students have said to a higher level of defining the rules.

References:

Hurst, M. , n.d. Jerome Bruner’s Theory of Development: Discovery Learning &  Representation. Retrieved from: http://education-portal.com/academy/lesson/jerome-bruners-theory-of-development-discovery-learning-representation.html#lesson

Coffey, H. , n.d. Discovery Learning. Retrieved from http://www.learnnc.org/lp/pages/5352?ref=search