Discovery Learning

Discovery Learning

 

 

Discovery learning takes place most notably in problem solving situations, where a learner combines previous knowledge and experience to solve a problem, thereby discovering the solution. This creates a longer retention of the information or concept being taught. 

There are many benefits that can be achieved by using this learning theory some mentioned by (Evans 1969) include:
 
·         Discovery is exciting and pleasurable.
·         Successfully discovery enhances intellectual excitement and motivation for problem solving and critical thinking.
·         Through the process of discovery, there is shift from extrinsic to intrinsic rewards.
·         The result of discovery is a greater depth of understanding of concepts and principles.
·         It results in a child seeing himself as a curious person and as am autonomous inquirer.
·         Discovery creates a greater skepticism towards explanatory system as a final and ultimate truth.
 
(Evans 1969) also indicated that there were some controversy regarding discovery learning and its definition, but in reality it has been around since the beginning of time.
(Mayer 2004) felt that guided discovery is more effective than pure discovery in helping students learn and transfer information.  In addition he said, "There was increasing evidence that effective methods for promoting constructivist learning involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration."
(Hammer 1997) talks of a tension between the need to cover the tradional agenda (covering the content) and the agenda of promoting student inquiry.  "Discovery learning approaches, in particular, are designed to engage students in inquiry through which, guided by the teacher and materials, they "discover" the intended content."  Hammer also indicated the importance of guidance through the discovery learning was a better approach than pure learning by discovery.
 
 
Evans, T. P. (1969). Discovery as an aspect of learning. The American Biology Teacher, 31(9), 555-558.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?, American Psychologist, 59(1), 13-19.
Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485-529.
Birhick, A. F., Jones D. R. (2000). The motivation for collaborative discovery learning online, Accounting Education, 15(2), 181-110 
 
 
 
 

 

 

 

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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.