Discovery learning
Encyclopedia
Discovery Learning is a method of inquiry-based instruction
and is considered a constructivist
based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget
, Jerome Bruner
, and Seymour Papert
. Although this form of instruction has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004).
Jerome Bruner
is often credited with originating discovery learning in the 1960s, but his ideas are very similar those of earlier writers (e.g. John Dewey
). Bruner argues 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, p. 26). This philosophy later became the discovery learning movement of the 1960s. The mantra of this philosophical movement suggests that we should 'learn by doing'. In 1991, The Grauer School, a private secondary school in Encinitas, California, was founded with the motto, "Learn by Discovery ," and integrated a series of world-wide expeditions into their program for high school graduation. (See Expeditionary Learning.)
Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.
This view is exceptionally strong when focusing on students with math disabilities and math instruction. Fuchs et al. (2008) comment,
It must be noted, however, that few studies focus on the long-term results for direct instruction. Long-term studies may find that direct instruction is not superior to other instructional methods. For instance, a study found that in a group of fourth graders that were instructed for 10 weeks and measured for 17 weeks direct instruction did not lead to any stronger results in the long term than did practice alone (Dean & Kuhn, 2006). Other researchers note that there is promising work being done in the field to incorporate constructivism and cooperative grouping so that curriculum and pedagogy can meet the needs of diverse learners in an inclusion setting (Brantlinger, 1997). However, it is questionable how successful these developed strategies are for student outcomes both initially and in the long term.
Several groups of educators have found evidence that pure discovery learning is a less effective as an instructional strategy for novices, than more direct forms of instruction (e.g. Tuovinen & Sweller, 1999).
Mayer (2004) points out that interest in discovery learning has waxed and waned since the 1960s. He argues that in each case the empirical literature has shown that the use of pure discovery methods is not suggested, yet time and time again researchers have renamed their instructional methods only to be discredited again, to rename their movement again. Mayer asked the question "Should There Be a Three-Strikes Rule Against Pure Discovery Learning?" While discovery for oneself may be an engaging form of learning, it may also be frustrating.
The main idea behind these critiques is that learners need guidance (Kirschner et al., 2006), but later as they gain confidence and become competent then they may learn through discovery.
Inquiry-based instruction
Inquiry-based instruction is a teaching technique in which teachers create situations in which students are to solve problems. Lessons are designed so that students make connections to previous knowledge, bring their own questions to learning, investigate to satisfy their own questions and design...
and is considered a constructivist
Constructivism (learning theory)
Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of...
based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget
Jean Piaget
Jean Piaget was a French-speaking Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology"....
, Jerome Bruner
Jerome Bruner
Jerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School...
, and Seymour Papert
Seymour Papert
Seymour Papert is an MIT mathematician, computer scientist, and educator. He is one of the pioneers of artificial intelligence, as well as an inventor of the Logo programming language....
. Although this form of instruction has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004).
Jerome Bruner
Jerome Bruner
Jerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School...
is often credited with originating discovery learning in the 1960s, but his ideas are very similar those of earlier writers (e.g. John Dewey
John Dewey
John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology...
). Bruner argues 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, p. 26). This philosophy later became the discovery learning movement of the 1960s. The mantra of this philosophical movement suggests that we should 'learn by doing'. In 1991, The Grauer School, a private secondary school in Encinitas, California, was founded with the motto, "Learn by Discovery ," and integrated a series of world-wide expeditions into their program for high school graduation. (See Expeditionary Learning.)
Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.
Discovery learning in special needs education
With the push for special needs students to take part in the general education curriculum, prominent researchers in the field doubt if general education classes rooted in discovery based learning can provide an adequate learning environment for special needs students. Kauffman has related his concerns over the use of discovery based learning as opposed to direct instruction. Kauffman comments,to be highly successful in learning the facts and skills they need, these facts and skills are taught directly rather than indirectly. That is the teacher is in control of instruction, not the student, and information is given to students (2002).This view is exceptionally strong when focusing on students with math disabilities and math instruction. Fuchs et al. (2008) comment,
Fuchs et al. go on to note that explicit or direct instruction should be followed up with instruction that anticipates misunderstanding and counters it with precise explanations.
Typically developing students profit from the general education mathematics program, which relies, at least in part, on a constructivist, inductive instructional style. Students who accrue serious mathematics deficits, however, fail to profit from those programs in a way that produces understanding of the structure, meaning, and operational requirements of mathematics… Effective intervention for students with a math disability requires an explicit, didactic form of instruction…
It must be noted, however, that few studies focus on the long-term results for direct instruction. Long-term studies may find that direct instruction is not superior to other instructional methods. For instance, a study found that in a group of fourth graders that were instructed for 10 weeks and measured for 17 weeks direct instruction did not lead to any stronger results in the long term than did practice alone (Dean & Kuhn, 2006). Other researchers note that there is promising work being done in the field to incorporate constructivism and cooperative grouping so that curriculum and pedagogy can meet the needs of diverse learners in an inclusion setting (Brantlinger, 1997). However, it is questionable how successful these developed strategies are for student outcomes both initially and in the long term.
Criticism of pure discovery learning
A debate in the instructional community now questions the effectiveness of this model of instruction (Kirschner, Sweller, & Clark, 2006). Bruner (1961) suggested that students are more likely to remember concepts if they discover them on their own. This is as opposed to those they are taught directly. However, Kirschner, Sweller, and Clark (2006) report there is little empirical evidence to support discovery learning. Kirschner et al. suggest that fifty years of empirical data does not support those using these unguided methods of instruction.Several groups of educators have found evidence that pure discovery learning is a less effective as an instructional strategy for novices, than more direct forms of instruction (e.g. Tuovinen & Sweller, 1999).
Mayer (2004) points out that interest in discovery learning has waxed and waned since the 1960s. He argues that in each case the empirical literature has shown that the use of pure discovery methods is not suggested, yet time and time again researchers have renamed their instructional methods only to be discredited again, to rename their movement again. Mayer asked the question "Should There Be a Three-Strikes Rule Against Pure Discovery Learning?" While discovery for oneself may be an engaging form of learning, it may also be frustrating.
The main idea behind these critiques is that learners need guidance (Kirschner et al., 2006), but later as they gain confidence and become competent then they may learn through discovery.
See also
- Active learningActive learningActive learning is an umbrella term that refers to several models of instruction that focus the responsibility of learning, on learners. Bonwell and Eison popularized this approach to instruction . This "buzz word" of the 1980s became their 1990s report to the Association for the Study of Higher...
- Constructivism (learning theory)Constructivism (learning theory)Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of...
- Expeditionary Learning
- Inquiry-based learningInquiry-based learningInquiry-based learning or inquiry-based science describes a range of philosophical, curricular and pedagogical approaches to teaching....
- Jerome BrunerJerome BrunerJerome Seymour Bruner is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School...
- Problem-based learningProblem-based learningProblem-based learning is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems...
- Progressive Education