Learning Theories Paper: Discovery Learning Learning Theories Paper: Discovery Learning

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Overview Discovery learning is based in constructivism and consists of the idea that students learn best by doing. Often called inquiry-based learning, students are encouraged to ask questions, construct new knowledge based on their actions, and take responsibility for their own learning (Sproken-Smith & Walker, 2010, p. 726). Students think critically and reflect on their learning while the teacher facilitates the learning experience or activity. Contributors Jerome Bruner, Lev Vygotsky, Robert Gagne, and Howard Gardner are the major contributors and pioneers of discovery learning theory. Rooted in Gestalt psychology, discovery learning has recently moved away from concept discovery to scientific discovery, which involves planning, execution, and evaluation activities (Ton, d. J., & Wouter, R. v. J., 1998). Major Principles In discovery learning the instructor facilitates a learning experience that engages students in inquiry activities, which lead them to discover concepts. A tension exists between covering all of the required the content and students discovering the appropriate concepts. Sometimes, students discover concepts are be inaccurate or not essential (Hammer, 1997, p. 485). To help avoid this, instructors often guide students using Socratic questions (Hammer, 1997, p. 489). Students that engage in discovery learning are more responsible for their own learning than they would be in a traditional content-delivery system. However, instructors still must ensure that students arrive at the correct conclusions in the proper amount of time. Hammer asks How forcefully and by what methods should the teacher guide them to the appropriate discoveries? (1997, 489). The answer depends on several factors including how much time the instructor has to cover the concept, how the students are progressing through the material, and how motivated and engaged the students are in the activity. It is the job of the instructor to make this determination during each learning activity. Application Computer simulations are an emerging application of discovery learning in science classrooms. A computer simulation is a program that contains a model of a system (natural or artificial; e.g., equipment) or a process (Ton, d. J., & Wouter, R. v. J., 1998). Simulations are a high-tech way to facilitate the learning experience, but they do not solve all problems with discovery learning. Ton and Wouter state that it is difficult for learners to create new hypotheses, often because they do not know what a hypothesis should look like (1998). Secondly, learners do not always draw the correct conclusions from the learning experience and adjust their hypothesis accordingly (1998). Instructors can reduce the risk of these issues by providing the right amount of information at the correct time. Additionally, learners should draw upon their prior knowledge to draw conclusions and construct new meaning (1998).

Learning Theories Paper: Discovery Learning References

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Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485-529. Retrieved from: http://www.jstor.org/stable/3233776 Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research?. Studies in Higher Education, 35(6), 723740. DOI: 10.1080/03075070903315502. Ton, d. J., & Wouter, R. v. J. (1998). Scientific discovery learning with a computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201. Retrieved from http://search.proquest.com/docview/214112548?accountid=9649.