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RESEARCH PAPER

North American University


Education Department
EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN

Name: Farah Mohsin Date: 04-15-2024

What is discovery learning?

How does this form of teaching compare to traditional, teacher-centered


instruction?

What educational theories support the discovery learning model?

What is the most important thing you discovered about discovery learning?

How can you apply this method to your future classroom?

PART 1

Discovery learning is an educational approach where students actively explore and


experiment with concepts, principles, and ideas to construct their own
understanding. In this method, students engage in problem-solving, inquiry, and
experimentation to uncover knowledge, rather than passively receiving information
from a teacher.
Compared to traditional, teacher-centered instruction, which often involves
lectures, direct instruction, and rote memorization, discovery learning places more
emphasis on student autonomy, critical thinking, and active engagement. In
traditional instruction, the teacher typically acts as the primary source of
information and guides the learning process, whereas in discovery learning, the
teacher serves more as a facilitator, providing guidance and resources while
allowing students to discover and construct their own knowledge.

One of the key principles of discovery learning is the idea that learners construct
their own knowledge through experiences and interactions with the environment.
This concept is rooted in constructivist theory, which suggests that individuals
actively build their understanding of the world by assimilating new information
with existing knowledge and experiences. Swiss psychologist Jean Piaget, a
prominent figure in constructivist theory, argued that learners go through stages of
cognitive development, during which they actively explore and make sense of their
surroundings.

Discovery learning also aligns with the cognitive theory of learning, which
emphasizes the importance of learners' active involvement in constructing meaning
and understanding concepts. According to cognitive theorists such as Jerome
Bruner, learning is an active process that involves encoding, storing, and retrieving
information. Bruner proposed the idea of a spiral curriculum, where learners revisit
topics multiple times, each time at a higher level of complexity, allowing for
deeper understanding and mastery of the material. A study by Mayer (2004) found
that students who engaged in discovery learning showed better transfer of
knowledge to new situations compared to those who received direct instruction.
However, critics have raised concerns about the potential for misconceptions to
arise when students explore concepts without sufficient guidance or feedback.

The most important thing learned is that in a discovery learning environment,


students are encouraged to ask questions, explore ideas, and make connections
between concepts. They may engage in hands-on activities, experiments, and
projects that allow them to apply their knowledge in real-world contexts.
Moreover, the role of the teacher in discovery learning is that of a facilitator or
guide, providing support, resources, and scaffolding to help students navigate their
learning journey.
To apply discovery learning in a future classroom, I would design lessons and
activities that encourage exploration, experimentation, and inquiry. I would
provide opportunities for students to engage with real-world problems and
challenges, allowing them to apply their knowledge and skills in authentic
contexts. Additionally, I would create a supportive learning environment where
students feel comfortable taking risks, making mistakes, and learning from their
experiences. By incorporating discovery learning into my teaching practice, I aim
to empower students to become active, lifelong learners who can think critically
and creatively in any situation

In conclusion, discovery learning is an educational approach that emphasizes


active exploration, inquiry, and problem-solving. Rooted in constructivist and
cognitive theories of learning, discovery learning encourages students to construct
their own understanding of the material through hands-on experiences and
interactions with the environment. By fostering autonomy, critical thinking, and
engagement, discovery learning prepares students to become lifelong learners who
can think critically and creatively in any situation.

PART 2:
Chapter 3- Managing Classroom
Environment

Approaches to Classroom Management:


Authoritarian Approach:
In the authoritarian approach to classroom management, the focus is on strict
adherence to rules and regulations. The teacher assumes a dominant role, expecting
obedience and compliance from students without question. Clear expectations are
set, and consequences are swiftly enforced for any infractions. While this approach
may maintain order in the classroom, it can foster a fear-based environment and
stifle student autonomy and creativity.

Permissive Approach:
Conversely, the permissive approach emphasizes freedom and autonomy for
students. Few rules are enforced, and the teacher acts more as a facilitator than an
authority figure. While this approach allows for greater student independence, it
can lead to chaos and a lack of structure in the classroom. Without clear boundaries
and expectations, students may struggle to engage effectively in their learning.

Authoritative Approach:
A balanced and effective approach to classroom management is the authoritative
approach. Here, teachers establish clear expectations and boundaries while also
allowing for flexibility and student autonomy within those parameters.
Consequences for behavior are fair and consistent, fostering a respectful and
supportive classroom environment. Teachers cultivate positive relationships with
their students, creating a sense of community and mutual respect that encourages
active engagement in learning.

Eclectic Approach:
Drawing on the strengths of each approach, an eclectic approach to classroom
management combines elements of authoritarian, permissive, and authoritative
methods. Clear expectations and rules are set (Authoritarian), but there's also room
for student input and decision-making (Permissive). Positive reinforcement is used
alongside consequences for behavior management (Authoritative), and a
supportive and nurturing environment is cultivated (Authoritative). This approach
recognizes the unique needs of each classroom and student while striving to
maintain a balance between structure and flexibility, ultimately fostering a
conducive learning environment where students can thrive academically and
socially.
Causes of Misbehavior in the Classroom

Student-Centered Causes:
• Lack of Engagement: Students may misbehave due to boredom or
disinterest in the lesson content.
• Desire for Attention: Some students act out to gain attention from peers or
the teacher.
• Peer Influence: Negative behavior can be perpetuated by peer pressure or
influence within the classroom.
• Emotional Issues: Students dealing with personal issues or emotions may
exhibit disruptive behavior as a coping mechanism.
• Learning Disabilities or Special Needs: Students with learning disabilities
or special needs may struggle to follow classroom expectations, leading to
misbehavior.
• Home Environment: Difficulties or challenges at home can manifest as
behavioral issues in the classroom.

Knowledge of the causes of behavior incidents allows teachers to provide targeted


support and interventions to address underlying issues. For example:
• If a behavior problem arises from peer influence (student-centered), the
teacher can implement peer mediation or group activities to promote positive
peer relationships and discourage negative behavior.
• If a behavior problem is teacher-created, such as through overly controlling
classroom management practices, the teacher can adopt more student-
centered approaches that empower students and foster a sense of autonomy
and responsibility.
For teacher-created issues, they can adjust classroom management practices,
while for student-centered problems, they can offer support and interventions to
address underlying issues.

PART 3

REFERENCES:
• Bruner, J. S. (1961). The act of discovery. Harvard Educational Review,
31(1), 21–32.
• Castronova. J.A (2002) Discovery learning for the 21st Century: What is it
and how does it compare to traditional learning in effectiveness in the 21 st
century. Action Research Exchange, 1(1,)
• Mayer, R. E. (2004). Should there be a three-strikes rule against pure
discovery learning? The case for guided methods of instruction. American
Psychologist, 59(1), 14–19. doi:10.1037/0003-066X.59.1.14
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that
works: Research-based strategies for every teacher. Alexandria, VA: ASCD
• Piaget, J. (1973). To understand is to invent: The future of education. New
York: Grossman.
• Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University

Castronova, J. A. (2002). Discovery learning for the 21st century: What is it and
how does it compare to traditional learning in effectiveness in the 21st century.
Action Research Exchange, 1(1), 1-12 Castronova, J. A. (2002). Discovery learning
for the

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