DISCOVERY LEARNING. teaching in science 2docx
- 1. DISCOVERY LEARNING Discovery learning as a concept has been influenced by several educational theorists and researchers. However, one of the prominent figures associated with the development and popularization of discovery learning is Jerome Bruner, an American psychologist and cognitive learning theorist. In 1961, Jerome Bruner introduced the concept of discovery learning as part of his constructivist theory of learning. He emphasized the importance of active engagement, problem- solving, and inquiry in the learning process. Discovery Learning was introduced by Jerome Bruner, and is a method of Inquiry-Based Instruction. This popular theory encourages learners to build on past experiences and knowledge, use their intuition, imagination and creativity, and search for new information to discover facts, correlations and new truths. Learning does not equal absorbing what was said or read, but actively seeking for answers and solutions. The Five Principles of Discovery Learning Model The Discovery Learning Model integrates the following 5 principles: Principle 1: Problem Solving. Instructors should guide and motivate learners to seek for solutions by combining existing and newly acquired information and simplifying knowledge. This way, learners are the driving force behind learning, take an active role and establish broader applications for skills through activities that encourage risks, problem-solving and probing. Principle 2: Learner Management. Instructors should allow participants to work either alone or with others, and learn at their own pace. This flexibility makes learning the exact opposite of a static sequencing of lessons and activities, relieves learners from unnecessary stress, and makes them feel they own learning. Principle 3: Integrating and Connecting. Instructors should teach learners how to combine prior knowledge with new, and encourage them to connect to the real world. Familiar scenarios become the basis of new information, encouraging learners to extend what they know and invent something new. Principle 4: Information Analysis and Interpretation Discovery learning is process-oriented and not content oriented, and is based on the assumption that learning is not a mere set of facts. Learners in fact learn to analyze and interpret the acquired information, rather than memorize the correct answer. Principle 5: Failure and Feedback Learning doesn’t only occur when we find the right answers. It also occurs through failure. Discovery learning does not focus on finding the right end result, but the new things we discover in the process. And it’s the instructor’s responsibility to provide feedback, since without it learning is incomplete. The Discovery Learning Model Techniques The Discovery Learning Model Techniques The discovery learning educational sessions should be well-designed, highly experiential and interactive. Instructors should use stories, games, visual aids and other attention-grabbing techniques that will build curiosity and interest, and lead learners in new ways of thinking, acting and reflecting.