Discovery Learning
Discovery learning is an inquiry-based, constructivist learning theory
where the learner draws on past experience and existing knowledge to discover
facts, relationships and new truths which usually takes place in problem
solving situations. Bruner (1961) posits that discovery learning is learning
through acts of discovery in order to rearrange and transform what is learned
“in such a way that one is enabled to go beyond the evidence so reassembled to additional
new insights”. In discovery learning, learners interact with the world through
exploration and manipulation of objects, wrestling with questions and
controversies, and by experimentation. Wakefield (1996) found that such
activities lead students to improve their attitudes and to develop greater
understanding. Researchers have found that discovery learning enables learners
to learn at their own pace (Bicknell-Holmes and Hoffman, 2000) because of its
flexibility and freedom in design. Hence, this motivates learners and gives
them a sense of ownership. Discovery learning also provides opportunities for
feedback so learners can assess the results of their actions and explore other
kinds of action. (Castronova, 2002).
Discovery learning is quite relevant to ICT-mediated instruction. ICT encompasses a range of technologies and other resources that are used to create, communicate, disseminate, store and manage information. ICT makes use of authentic learning tasks as vehicles for conveying instruction. These tasks are based on real-life situations that integrate certain skills, knowledge and attitudes depicted in the curriculum. It can help to make teaching and learning a more engaging and active process that are connected to real life. (Tinio, 2003). It has the capacity to overcome constraints of time and space so students can engage in asynchronous learning.
An example of a discovery learning lesson plan is “Eat Your Plants” taken from discovery education.com http://turfmutt.discoveryeducation.com/lesson-six.cfm#.UlStQWDD8dU
This lesson targets grades 3-5 and is broken down in three sessions. It focuses on the importance of plant material for making food for humans and other animals. Students will discover that many foods that are eaten on a daily basis come from the different parts of the plant. They will involve in researching agricultural facts from their countries and other parts of the world. They will also learn the dangers of certain plants to humans and animals and will plan a garden in which they will grow a different plant for each part of a plant that can be eaten. The teaching strategy used is discovery learning integrating ICT. The first step is engagement where students will list foods they ate for breakfast, lunch or dinner and will identify those that came from a plant and specifically an edible part of the plant. The second step is exploration where students will explore different food items placed in various areas of the class and will figure out which part of the plant it came from and make predictions as to whether it can be grown in their country. The third step is explanation where students will be placed in groups to complete a graphic organizer with the six main categories (roots, leaves, stem, seeds, fruit and flower) where they list as many examples of food items for each part of the plant. Groups will discuss how people and animals use parts of the plant for food. Students will visit a website to confirm answers to true or false questions about given statements concerning plant material used for food. The fourth step is extension where students will visit different websites to extend their knowledge of plant material used for food. Students will take a quiz, choose a country to research, play a game and research on poisonous plants. The final step is evaluation where students will plan a garden including four plants that will yield food from different parts of the plant. They will be judged against a criterion.
I would use a web quest to facilitate this discovery learning lesson. Web-quests use an inquiry-based learning task that uses resources from the internet to complete a task. A web-quest has six critical components, namely, introduction, task, resources, process, evaluation and conclusion.
Students are given a set of internet sites to visit and to collect information on the different plant materials. To assess knowledge, I would use an online quiz and to assess skills and attitudes I would construct a rubric from rubistar. The extension part of the lesson provide links for students to use which allows them to discover other countries that grow different plant materials used for food and poisonous plants that could harm humans and animals.
References
Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review, 31, 21-32.
Castronova, J. A. ( 2002) Discovery Learning for the 21st Century: What is it and how does
it compare to traditional learning in effectiveness in the 21st Century? Action Research Exchange, Retrieved from: http://teach.valdosta.edu/are/Litreviews/vol1no1/ castronova_litr.pdf
Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
Bicknell-Holmes, T. & Hoffman, P. S. (2000). Elicit, engage, experience, explore: discovery
learning in library instruction. Reference Services Review, 28. 313-322
Tinio, V. L. (2003). ICT in education. UNDP Asia-Pacific Development Information
Programme (APDIP). Retrieved from: http://www.saigontre.com/ FDFiles/ICT_in_Education.PDF
Discovery learning is quite relevant to ICT-mediated instruction. ICT encompasses a range of technologies and other resources that are used to create, communicate, disseminate, store and manage information. ICT makes use of authentic learning tasks as vehicles for conveying instruction. These tasks are based on real-life situations that integrate certain skills, knowledge and attitudes depicted in the curriculum. It can help to make teaching and learning a more engaging and active process that are connected to real life. (Tinio, 2003). It has the capacity to overcome constraints of time and space so students can engage in asynchronous learning.
An example of a discovery learning lesson plan is “Eat Your Plants” taken from discovery education.com http://turfmutt.discoveryeducation.com/lesson-six.cfm#.UlStQWDD8dU
This lesson targets grades 3-5 and is broken down in three sessions. It focuses on the importance of plant material for making food for humans and other animals. Students will discover that many foods that are eaten on a daily basis come from the different parts of the plant. They will involve in researching agricultural facts from their countries and other parts of the world. They will also learn the dangers of certain plants to humans and animals and will plan a garden in which they will grow a different plant for each part of a plant that can be eaten. The teaching strategy used is discovery learning integrating ICT. The first step is engagement where students will list foods they ate for breakfast, lunch or dinner and will identify those that came from a plant and specifically an edible part of the plant. The second step is exploration where students will explore different food items placed in various areas of the class and will figure out which part of the plant it came from and make predictions as to whether it can be grown in their country. The third step is explanation where students will be placed in groups to complete a graphic organizer with the six main categories (roots, leaves, stem, seeds, fruit and flower) where they list as many examples of food items for each part of the plant. Groups will discuss how people and animals use parts of the plant for food. Students will visit a website to confirm answers to true or false questions about given statements concerning plant material used for food. The fourth step is extension where students will visit different websites to extend their knowledge of plant material used for food. Students will take a quiz, choose a country to research, play a game and research on poisonous plants. The final step is evaluation where students will plan a garden including four plants that will yield food from different parts of the plant. They will be judged against a criterion.
I would use a web quest to facilitate this discovery learning lesson. Web-quests use an inquiry-based learning task that uses resources from the internet to complete a task. A web-quest has six critical components, namely, introduction, task, resources, process, evaluation and conclusion.
Students are given a set of internet sites to visit and to collect information on the different plant materials. To assess knowledge, I would use an online quiz and to assess skills and attitudes I would construct a rubric from rubistar. The extension part of the lesson provide links for students to use which allows them to discover other countries that grow different plant materials used for food and poisonous plants that could harm humans and animals.
References
Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review, 31, 21-32.
Castronova, J. A. ( 2002) Discovery Learning for the 21st Century: What is it and how does
it compare to traditional learning in effectiveness in the 21st Century? Action Research Exchange, Retrieved from: http://teach.valdosta.edu/are/Litreviews/vol1no1/ castronova_litr.pdf
Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
Bicknell-Holmes, T. & Hoffman, P. S. (2000). Elicit, engage, experience, explore: discovery
learning in library instruction. Reference Services Review, 28. 313-322
Tinio, V. L. (2003). ICT in education. UNDP Asia-Pacific Development Information
Programme (APDIP). Retrieved from: http://www.saigontre.com/ FDFiles/ICT_in_Education.PDF