EDUC 201- FOUNDATION OF EDUCATION
DISCOVERY LEARNING
Discovery learning is a technique of inquiry-based learning and is considered a constructivist-
based approach to education. It is also referred to as problem-based learning, experiential learning,
and 21st-century learning. It is supported by learning theorists and psychologists Jean Piaget, Jerome
Bruner, and Seymour Papert.
Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas
are similar to those of earlier writers such as 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."
This philosophy later became the discovery learning movement of the 1960s. The mantra of
this philosophical movement suggests that people should "learn by doing."
The label of discovery learning can cover a variety of instructional techniques. According to a
meta-analytic review conducted by Alfieri, Brooks, Aldrich, and Tenenbaum (2011), a discovery
learning task can range from implicit pattern detection to the elicitation of explanations and working
through manuals to conducting simulations. Discovery learning can occur whenever the student is
not provided with an exact answer but rather the materials in order to find the answer themselves.
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.
Now, Let’s go through the five core benefits of this highly effective method of learning.
Engagement
Children are inherently curious. They learn through their experiences, solving mathematical
operations by drawing on previous knowledge. As you advance towards teaching more complex
Educational material, engage your students in activities. Instead of answering on the board, and
giving students the answer, have them talk through their process as they do the given activity.
Make it interactive by creating activities that increase engagement and motivation when
completing mathematical tasks and assignments. However, when working in groups, the risk of a
single student dominating the discussion can’t be taken for granted. Using a pedagogical approach
called “complex instruction” can rectify this unequal experience and ensure your classroom receives
the rewards of group work.
EDUC 201- FOUNDATION OF EDUCATION
Motivation
When students are engaged, they become motivated to learn. Curiosity and motivation for
lessons develop through this hands-on, discovery method of learning. It’s no longer just the learning
of facts. When you engage your students in activities or ask questions while answering on the board,
students begin to make connections in their heads.
When engaging in activities, focus on thought processes instead of on the correct answer.
Encouraging students to share their ideas about mathematics requires your support as a teacher. And
while teachers are supporting your students’ motivation, why not inspire them with some stories of
the outstanding achievements that have come from professionals.
Independence
Discovery learning promotes autonomy and independence. As your students actively engage
in the lesson and progress through the curriculum, they are doing so at their own pace. The
independence of discovery learning allows your students to progress only when ready. This keeps
them further engaged, as well as encouraged. They are responsible for their progress and move
forward only when mastering each level. Even when working in groups or engaging in talks, students
must first think independently and creatively to engage in the lesson.
Retention
This high level of engagement leads to a much deeper understanding than passively listening
to explanations. Through discovery and experimentation learning, levels of retention are exceedingly
high. Discovery learning emphasizes the importance of problem-solving over the mere memorization
of facts.
Learning through discovery allows students to see how number composition works, and gives
them the fluidity they need to master basic mathematics.
Life-long Results
Learning through discovery isn’t about your students absorbing what is said or read to them.
Discovery learning is about actively searching for solutions: a skill your students will be able to use
throughout their lives.
Learning through discovery and experimentation is essential for developing your students’
curiosity lesson and building a solid foundation for future endeavors.
Submitted by: JHON MAR B. TADEO
Submitted to: DR. CARMELITO D. PANG
