Discovery
Learning
What is Discovery Learning?
Discovery Learning is an inquiry-based
and constructivist learning theory. Discovery
learning takes place in a problem solving environment. Learners use their prior
knowledge and past experiences to discover new concepts, new ideas, and new
relationships. Students interact by exploring and manipulating objects,
investigating problems, or performing experiments. The learner is more likely
to remember, as they discover the new information on their own. The benefits of
discovery learning include active engagement, motivation, fostering creativity,
promoting problem solving skills, tailoring learning experiences, and enabling
the development of lifelong learning skills (Thorsett, 2002).
Jerome Bruner, an American
psychologist is known to be the father of the discovery learning model. Bruner suggests when introducing new content to
follow a progression in which he called the modes of representation (McLeod,
2012). Modes of representation are the
way in which information is stored and encoded in memory (McLeod, 2012).
Bruner’s Three Modes of
Representation
·
Stage 1: Enactive
(birth - 1 year) stage is action-based and is where learning is acquired through
actions on physical objects and the outcomes of these actions. Example: Baby playing
with a rattle.
·
Stage 2: Iconic (1 – 6
years) stage is image-based and is where learning can be obtained through
models and pictures.
Example: Looking at pictures.
·
·
Stage 3: Symbolic (7
years onward) stage is language based and is where the learner develops the
capacity to think in abstract terms such as using language. Example: Read for
research.
(McLeod, 2012)
Discovery
Learning and Constructivism
Discovery Learning is an
instructional model of the Constructivist Learning Theory. Constructivism refers to the idea that
learners construct their own understanding and knowledge of the world through
experiencing the world and reflecting on those experiences (Harasim, 2012). Discovery learning fits well in the
constructivist learning theory. Discovery
learning allows the learner to evaluate real world situations and problems by
utilizing past experiences and existing knowledge to construct new ideas or
concepts (“Discovery Learning”, n.d.). This is an active process in which the
learner interacts through exploration, manipulation of objects, contend with
questions, engage in dialogue with others, and reassess what they know
(“Discovery Learning”, n.d.). By making
learning meaningful and relevant, the learner will more likely remember content
obtained through their own discovery.
Examples of Discovery Learning
How does Discovery Learning work in the classroom?
- Teachers present their students with a topic for exploration or a problem to solve.
- The students use their own knowledge and the tools given to discover their own meaning and understanding.
- Teachers serve as facilitators. They are there to guide students through the process and to re-direct students when there are misconceptions.
What does Discovery Learning look like in the classroom?
Experimentation and Problem Solving: Experiments can be used
to introduce new ideas or clarify misconceptions in any subject matter such as
math, science, and history. Students are given the necessary resources and
materials to use to answer the question or solve a problem. In an experiment students are involved in
collecting data or observation and interpreting the data, thus actively
engaging in the process. For example in science,
students may learn through experimentation how the position of the fulcrum
affects the force necessary to raise a given object using a lever.
Research and Projects: The teacher presents a problem or topic
for students to solve or investigate. Students research the topic and create a
project. The projects can take on many
forms such as a book, game, model, presentation board, or a research paper.
Manipulatives: The use of manipulatives to introduce new
content is encouraged in the discovery learning model. For instance in math,
students are given two sided color counters such as red and yellow to add and
subtract integers. This provides a
concrete and visual representation before moving into the symbolic
representation. Bruner believes this is
how we understand things: first concretely, then as images, and finally as
symbols (Hannum, 2010).
Collaboration: Discovery learning also relies on student
collaboration. In constructivist learning theory, it is believed that students
not only learn from themselves, but also from their peers. Collaborative
learning groups allow students to work together in small groups to help each
other learn. They discuss, share ideas,
and get feedback from each other.
Collaborative learning groups that incorporate group goals and
individual accountability show substantial positive effects on the achievement
of students in grades 2 through 12 (Slavin, 2006).
Below is a video of the discovery learning approach in the classroom.
Related
Websites
Science of Everyday Life : This resource
provides inquiry based lessons for science in grades K-12 that are aligned to
national standards. Many of the lessons incorporate the 5E learning model of
engage, explore, explain, elaborate, and evaluate, which is an inquiry based
teaching model.
PhETInteractive Simulations : PhET is a free
educational website that has over 100 interactive simulations that are
engaging, fun, and easy to use for teaching math and science. PhET provides students with a real world and
hands-on approach to learning.
Inquiry Maths: This resource includes
inquiry math prompts from number, algebra, geometry, and statistics prompts. It
was created to promote inquiry learning in mathematics classrooms.
References
Bruner,
J. (1960). The Process of Education.
Cambridge, MA: Harvard University Press. Retrieved from
file:///C:/Users/tnguyen/Downloads/The%20Process%20of%20Education%20(Bruner)%20(3).pdf
“Discovery
Learning Bruner”. (n.d.). Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html
Hannum,
W. (2010). Teaching methods. Retrieved from http://www.theoryfundamentals.com/teaching.htm
Harasim,
L. (2012). Learning theory and online
technologies. New York, NY: Routledge
McLeod,
S.A. (2012). Bruner. Retrieved from http://www.simplypsychology.org/bruner.html
Slavin,
R. (2006). Educational psychology theory and practice. Retrieved from
http://wps.ablongman.com/ab_slavin_edpsych_8/38/9953/2548032.cw/index.html
Thorsett,
P. (2002). Discovery learning theory a primer for discussion. Retrieved from http://general.utpb.edu/fac/keast_d/Tunebooks/pdf/Bruner%20and%20Discovery%20Learning.pdf
Photo
credits
Jerome
Bruner: https://team2developmental.wordpress.com/jerome-bruner/
Baby
girl and rattle: http://www.fisher-price.com/en_US/brands/babytoys/products/Brilliant-Basics-Diamond-Ring-Rattle
Kids
looking at pictures: http://www.kidsstoppress.com/2015/07/10-ways-to-squeeze-in-reading-time/
Girl
reading computer: http://dyslexic-kids.tumblr.com/post/50902155933/in-a-survey-of-35000-children-ages-8-to-16-52
Discovery
learning model: http://ced505kovarik.pbworks.com/w/page/68476812/Learning%20Theorists
Boys
in science lab: http://www.education.com/reference/article/constructivism/
Discovery
learning in the classroom video: https://www.youtube.com/watch?v=snvxRBvlxPw
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