Accuracy - the quality or state of being correct or precise.

"we have confidence in the accuracy of the statistics"

correctness, precision, preciseness, exactness, exactitude; More
factuality, literalness, fidelity, faithfulness, truth, truthfulness, veracity, closeness, authenticity,
synonyms:
realism, verisimilitude
"the accuracy of their lead story is being questioned"

technical

the degree to which the result of a measurement, calculation, or specification conforms to the correct value or a
standard.

plural noun: accuracies

"the accuracy of radiocarbon dating"

synonyms: correctness, precision, preciseness, exactness, exactitude

Creativity - the use of the imagination or original ideas, especially in the production of an artistic work.
inventiveness, imagination, innovation, innovativeness, originality, individuality; More
synonyms: artistry, inspiration, vision;
enterprise, initiative, resourcefulness

Objectivity - the quality of being objective.

Objective - (of a person or their judgment) not influenced by personal feelings or opinions in considering and
representing facts.

impartial, unbiased, unprejudiced, nonpartisan, disinterested, neutral, uninvolved, even-handed,

synonyms:
equitable, fair, fair-minded, just, open-minded, dispassionate, detached, neutral
noun

noun: objective; plural noun: objectives; noun: the objective; noun: objective lens; plural noun: objective lenses

a thing aimed at or sought; a goal.

"the system has achieved its objective"

aim, intention, purpose, target, goal, intent, object, end; More

synonyms: idea, point, design, plan, ambition, aspiration, desire, hope

"you can't achieve your objectives unless people understand them"

Perseverance - steadfastness in doing something despite difficulty or delay in achieving success.

synonyms: persistence, tenacity, determination, staying power, indefatigability, steadfastness, purposefulness;

Productivity - the state or quality of producing something, especially crops.

"the long-term productivity of land"

the effectiveness of productive effort, especially in industry, as measured in terms of the rate of output per unit
of input.

Synonyms efficiency

Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where
the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new
truths to be learned[1].
Inquiry-based learning (also enquiry-based learning in British English) is a form of active learning that starts by posing
questions, problems or scenariosrather than simply presenting established facts or portraying a smooth path to
knowledge. The process is often assisted by a facilitator.

Broadly, experiential learning is any learning that supports students in applying their knowledge and conceptual
understanding to real-world problems or situations where the instructor directs and facilitates learning.

Freddie is a teacher who teaches environmental issues at school. To enhance students learning, he organized an
excursion trip to Europe for his students who get a chance to observe the environment measures and visit the factory of
wind turbines there. Students will also need to complete a small group project to investigate the pollution problem in
Hong Kong and come up with feasible measure after the excursion. This enables his students to connect what they have
learned in school with what they observed in Europe and apply their knowledge to the group project. The strategy that
Freddie employed in the above case is called situated learning and please find out more about this strategy in the
paragraphs below

Reflective learning is a way of allowing students to step back from their learning experience to help them develop
critical thinking skills and improve on future performance by analysing their experience.

Reflective learning skills

It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it
may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this
reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations
to be tackled effectively. (Gibbs 1988)

Reflective learning skills are often called upon as part of a practice-based assignment, project or work-
placement.

Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that
people construct their own understanding and knowledge of the world, through experiencing things and reflecting on
those experiences.

Constructivism is first of all a theory of learning based on the idea that knowledge is constructed by the knower based on
mental activity.

In the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no
longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels
to be filled. In the constructivist model, the students are urged to be actively involved in their own process of
learning.

In the constructivist classroom, both teacher and students think of knowledge as a dynamic, ever-changing view
of the world we live in and the ability to successfully stretch and explore that view - not as inert factoids to be
memorized.

Key assumptions of this perspective include:

1. What the student currently believes, whether correct or incorrect, is important.

2. Despite having the same learning experience, each individual will base their learning on the
understanding and meaning personal to them.
3. Understanding or constructing a meaning is an active and continuous process..
4. Learning may involve some conceptual changes.
5. When students construct a new meaning, they may not believe it but may give it provisional acceptance
or even rejection.
6. Learning is an active, not a passive, process and depends on the students taking responsibility to learn.

The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask
questions, investigate a topic, and use a variety of resources to find solutions and answers. As students explore
the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions. Exploration of
questions leads to more questions.