Discovery Learning

Overview

Described as “Learning by Doing”, Discovery Learning holds to the belief that learners are best educated when they discover facts about their world for themselves. Alfieri, Brooks, Aldrich and Tenenbaum (2011, p. 103) describe the conditions for Discovery Learning occurring “whenever the learner is not provided with the target information or conceptual understanding and must find it independently and with only the provided materials.”

Contributors

The earliest contributor to Discovery Learning is considered to be John Dewey who believed that learning is based on an individual’s own experiences.  Dewey wrote: “if knowledge comes from the impressions made upon us by natural objects, it is impossible to procure knowledge without the use of objects which impress the mind” (Dewey, 2004, p. 217). Dewey believed that learning should be child-centered with the teacher acting as a facilitator.

In 1961 Jerome Bruner made an “eloquent call for discovery methods, in which the learner is allowed to discover new rules and ideas rather than being required to memorize what the teacher says.” (in Mayer, 2004, p. 14). Bruner’s ideas of unguided discovery leading to new knowledge have led to many pieces of research being done on the theory; Discovery Learning has come under criticism with critics claiming that minimal guidance can have a negative effect on learning (Mayer, 2004; Kirschner, Sweller, & Clark, 2006).

Major Principles

Discovery Learning is based on constructivist learning theory. Constructivism is a cognitive theory that focuses on how an individual constructs knowledge. According to Piaget, “children need to construct their understanding of the world rather than passively accepting it from others.” (in Jarvis, 2013, p. 26).  Jonassen (1991, p. 10) describes reality as being “more in the mind of the knower”, therefore learners build models of the world in their mind as they experience the world. In Bruner’s Discovery Learning theory, learners build their reality on the knowledge they already have (cognitivism).

Discovery Learning has roots not only in cognitivism and constructivism, but also experiential learning and empiricist learning theories. In a group context, or with a teacher/facilitator, social constructivist principles will play a part in the learning of the individual and group.

Application

Due to the criticisms leveled at minimal guidance Discovery Learning techniques, Project Based Learning in the classroom using guided discovery that is highly scaffolded and supports the learner and motivates them would be the ideal application of the theory.

 “Teachers must take on a different role within the learner-centered classroom; the management of the cooperation and collaboration of the students, their roles within their groups, and the engagement of the students during the project. Teachers must become facilitators as opposed to instructors, changing both how and what they teach” (Ertmer & Simons, 2005, p. 320). The teacher, acting as a facilitator, checks students' prerequisite knowledge, provides resources, and asks open-ended questions, all of which keeps the students on the correct path and motivates them to find out more.

The students construct meaning through: (1) exploration of the questions and feedback provided by the facilitator; (2) manipulation of resources, objects and data; and (3) thinking/reflecting on the facts they discover to illicit meaning, assimilating the knowledge and understanding into their own mental model of the reality the discovery experience has provided.

References:

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1-40.

Dewey, J. (2004). Democracy and education. NY: Courier Dover Publications. 

Ertmer, P. A., & Simons, K. D. (2005). Scaffolding teachers’ efforts to implement problem-based learning. International Journal of Learning, 12(4), 319-327.

Jarvis, M. (2013). The psychology of effective learning and teaching. UK: Nelson Thornes.

Jonassen, D. H. (1991). Objectivism versus constructivism: do we need a new philosophical paradigm?

Educational Technology Research and Development. Retreived from: http://www.jstor.org/stable/30219973

Kirschner, P. A., Sweller, J., & Clark, R. E. (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.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14.

Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. Handbook of Educational Psychology, 47-62.