Research Paper
Research Paper
Research Paper
What is the most important thing you discovered about discovery learning?
PART 1
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.
PART 2:
Chapter 3- Managing Classroom
Environment
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.
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