Discovery Learning

Discovery Learning is, in essence, the way we all learn naturally or when we are not in a formal education environment. We run across some problem or situation in life that makes us curious, so we do “research” to find the answer. This could be something as simple as finding a phone number, or as complicated as doing extensive research on Basal Cell Carcinoma (skin cancer) after a friend or family member has been diagnosed. Discovery Learning is when we discover the answer to a question or solution to a problem on our own.

 
Generally speaking, it is essential to have some prerequisite knowledge, such as knowledge of how to use a phone book or how to use a search engine on the Internet. When faced with a problem, the student will draw from his prior knowledge and skills to solve the problem at hand. This “discovery” of tentative truths is facilitated in the classroom through problems and situations created by the teacher wherein the student can use prior knowledge to discover the intended solution or answer. Modern technology is providing more opportunities for students to wrestle with questions and controversies through software that simulates situations where the student must “discover” the solution.
 
Many people believe that discovery learning encourages a habit of lifelong learning as well as providing motivation for students by tapping into their natural curiosity. Additionally, students are more likely to remember information that they found on their own than information that was taught or handed to them. However, as with other Instructional Design Models, there are potential problems as well. Because the “discovery” is only guided by the teacher, there is a potential for misconceptions on the part of the student and teachers may fail to recognize them and correct them quickly. Teachers must make sure they are able to supervise and facilitate the discovery so as to assure the proper recognition of the solution or solutions intended to be learned or discovered.
 
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Disclaimer

Any opinions expressed here, except as specifically noted, are those of the individual authors or commenters and do not necessarily represent the views or policies of the Department of Instructional Technology and Learning Sciences, the Emma Eccles Jones College of Education and Human Services, or Utah State University.