Discovery Learning
An evaluative review of selected aspects of “Discovery Learning” and implications on Numeracy teaching within the Adult Education Sector.
In this report I shall be reviewing the “Discovery Learning” method of teaching and how it can both positively and negatively impact the learners experience in the class room. I shall be illustrating the approach to “Discovery Learning that I take when teaching groups of adults Numeracy.
Discovery learning is a problem solving or “inquiry-based” method of teaching calling on learners to use their own experience and knowledge to discover facts and answers for themselves through exploring ideas and even performing experiments which is why it lends itself to more practical subjects as Numeracy and Science.
The discovery theory believes that learners will remember knowledge that they have “discovered” better than facts that have been memorised.
There are several different models of Discovery Learning, these include: guided discovery, problem based learning, simulation and incidental learning.
Discovery learning as it is known today is based on Jerome Bruner’s argument that “practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving” (Bruner 1961 – the act of discovery – Harvard educational review) or to put it simply we should “learn by doing”.
This problem-solving theory formally originated in the 1890’s with educational reformer John Dewey, he wrote twice on the subject; first in 1897 in his paper “My pedagogical Creed” where he stated that “emphasis should be placed on the broadening of intellect and problem-solving skills than simply in the memorisation of lessons”. These views were then reinforced in his paper “How We Think” (1910) with the statement “We should not focus on the outcome of learning at the expense of the process”.
When thought through, well planned and executed proficiently the Discovery method can offer
In this report I shall be reviewing the “Discovery Learning” method of teaching and how it can both positively and negatively impact the learners experience in the class room. I shall be illustrating the approach to “Discovery Learning that I take when teaching groups of adults Numeracy.
Discovery learning is a problem solving or “inquiry-based” method of teaching calling on learners to use their own experience and knowledge to discover facts and answers for themselves through exploring ideas and even performing experiments which is why it lends itself to more practical subjects as Numeracy and Science.
The discovery theory believes that learners will remember knowledge that they have “discovered” better than facts that have been memorised.
There are several different models of Discovery Learning, these include: guided discovery, problem based learning, simulation and incidental learning.
Discovery learning as it is known today is based on Jerome Bruner’s argument that “practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving” (Bruner 1961 – the act of discovery – Harvard educational review) or to put it simply we should “learn by doing”.
This problem-solving theory formally originated in the 1890’s with educational reformer John Dewey, he wrote twice on the subject; first in 1897 in his paper “My pedagogical Creed” where he stated that “emphasis should be placed on the broadening of intellect and problem-solving skills than simply in the memorisation of lessons”. These views were then reinforced in his paper “How We Think” (1910) with the statement “We should not focus on the outcome of learning at the expense of the process”.
When thought through, well planned and executed proficiently the Discovery method can offer
Bibliography: Jeff Petty, Teaching Today 3rd edition 2004 Dewey, J (1897) “My Pedagogic Creed’ in The School Journal, Vol 14, No 3, The Essential Dewey: Volumes 1 and 2. Edited by Larry Hickman and Thomas Alexander. (1998). Indiana University Press. Discovery Learning (Bruner) www.learning-theories.com/discovery-learning-bruner.html Paul A. Kirschner (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. EDUCATIONAL PSYCHOLOGIST, 41(2), 75–86 Copyright © 2006, Lawrence Erlbaum Associates, Inc. Bruner, J. S. (1961). The art of discovery. Harvard Educational Review, 31, 21–32. Richard E. Mayer (2004) The case for guided methods of instruction. American Psychologist Jan 04 P14 – 19 Kittel, J. E. (1957). An experimental study of the effect of external direction during learning on transfer and retention of principles. Journal of Educational Psychology, 48, 391– 405. Craig, R. C. (1956). Directed versus independent discovery of established relations. Journal of Educational Psychology, 47, 223–234.