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    Educ 5312-Research Paper-M Keles 2

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    This document summarizes key aspects of discovery learning from a research paper. It defines discovery learning as an inquiry-based method where learners use prior knowledge to discover new information and construct their own learning. The document compares discovery learning to traditional, teacher-centered instruction and notes discovery learning promotes a more student-centered approach. It also discusses educational theories like constructivism that support the discovery learning model. The document applies concepts of discovery learning to consider how it could be implemented in a classroom.

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    Educ 5312-Research Paper-M Keles 2

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    This document summarizes key aspects of discovery learning from a research paper. It defines discovery learning as an inquiry-based method where learners use prior knowledge to discover new information and construct their own learning. The document compares discovery learning to traditional, teacher-centered instruction and notes discovery learning promotes a more student-centered approach. It also discusses educational theories like constructivism that support the discovery learning model. The document applies concepts of discovery learning to consider how it could be implemented in a classroom.

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    This document summarizes key aspects of discovery learning from a research paper. It defines discovery learning as an inquiry-based method where learners use prior knowledge to discover new information and construct their own learning. The document compares discovery learning to traditional, teacher-centered instruction and notes discovery learning promotes a more student-centered approach. It also discusses educational theories like constructivism that support the discovery learning model. The document applies concepts of discovery learning to consider how it could be implemented in a classroom.

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    122 views4 pages

    Educ 5312-Research Paper-M Keles 2

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    This document summarizes key aspects of discovery learning from a research paper. It defines discovery learning as an inquiry-based method where learners use prior knowledge to discover new information and construct their own learning. The document compares discovery learning to traditional, teacher-centered instruction and notes discovery learning promotes a more student-centered approach. It also discusses educational theories like constructivism that support the discovery learning model. The document applies concepts of discovery learning to consider how it could be implemented in a classroom.

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    RESEARCH PAPER

    North American University


    Education Department
    M.Ed. in EDLE & CUIN
    EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN
    Name:_Mehmet Keles___________________
    Date:_02/26/2016_____________________

    What is discovery learning?


    Discovery learning is a method of inquiry-based instruction; discovery learning
    believes that it is best for learners to discover facts and relationships for
    themselves. [Jerome Bruner (1915-)]
    Discovery learning is an inquiry-based learning method in which learners use
    prior knowledge and experience to discover new information that they use to
    construct learning. This method is the most successful if the student has some
    prerequisite knowledge and the experience is structured (Roblyer, Edwards, and
    Havriluk, 1997).
    How does this form of teaching compare to traditional, teacher-centered
    instruction?
    Traditional instruction, as the name implies, focuses on how the instructor
    teaches. This teacher-centered approach explores various methods of imparting
    knowledge from the teacher to the student. Discovery learning, on the other
    hand, promotes a student-based philosophy in which the instructor takes on the
    non-traditional role of mentor or coach, leaving the students to discover solutions
    for themselves.
    What educational theories support the discovery learning model?
    Constructivist theory. Constructivist theory is the basis for discovery learning.
    Under both constructivism and discovery learning, educators subscribe to the
    idea that knowledge cannot be transferred from one person to another (Domin
    1999, p. 1).
    Psychologist and cognitive learning theorist Jerome Bruner (1967) first outlined
    the principles of discovery learning in a book about how people construct
    knowledge based on prior experiences. Similar constructivist learning theories
    were developed by John Dewey, Jean Piaget, and Lev Vygotsky, all of whom
    suggested that discovery learning encourages students to become active
    participants in the learning process by exploring concepts and answering
    questions through experience.

    What is the most important thing you discovered about discovery learning?
    Motivation is coming from the activity itself and excitement in discovery learning
    This activity and excitement have the added advantage of increased learning and
    better retention. Students tend to learn more and retain information longer when
    they are actively involved in the learning process.
    How can you apply this method to your future classroom?
    In pure discovery learning, the learner is required to discover new content
    through conducting investigations or carrying out procedures while receiving little,
    if any, assistance. "For example, a science teacher might provide students with a
    brief demonstration of how perceptions of color change depending on the
    intensity of the light source and then ask them to design their own experiment to
    further examine this relationship" (Marzano, 2011, p. 86). In this example the
    student is left to discover the content on his/her own. Because students are left to
    self-discovery of topics, researchers worry that learning taking place may have
    errors, misconceptions or be confusing or frustrating to the learner (Alfieri et al.,
    2011).

    Chapter 3- Managing Classroom Environment

    1. Discipline approaches. Analyze the three approaches to classroom


    management. Which approach, if any, do you prefer? Can you put together
    parts of the different approaches and come up with an eclectic approach
    that you think would work for you? Can you identify some basic concepts
    that appear to be true of all three approaches?
    There are three basic choices we can make when students get into behavioral or
    academic difficulties. These are guided discipline, punishment, and do nothing.
    Guided discipline: Guided discipline involves meaningful invitations,
    interventions, consequences, and problem solving done with a student. It is
    about support and practice building and maintaining relationships. The goal of
    the guided discipline is to help students take responsibility for their behavior or
    academic problems, understand the effects of their behavior, and learn and
    practice behaviors that are more skillful, successful, and responsible.
    Punishment: Punishment is done to a student and consequences are often
    arbitrary. Punishment is about rule-breaking and payback without instruction or
    support. The goal of the punishment is to verbally, emotionally, or physically
    threaten or inflict sufficient hurt, humiliation, discomfort, or deprivation so student
    will stop engaging in offending behavior to avoid punishment.
    Do nothing: Nothing is done to interrupt or change current behavior. Do nothing
    is about avoidance and reluctance due to fear of confrontation, fear of being

    disliked, uneasiness of using authority, disinterest in helping students change


    behavior, or a concern that effective intervention will take too much time or
    energy. The goal of the do nothing is to ignore misbehavior and hope that
    students will figure out behavioral norms and right themselves on their own.
    Each approach is for different situations. So, I would prefer to choose an
    approach according to problem and student. Of course, some parts of the
    different approaches can be got together to create an eclectic approach. I think
    this approach would be more effective.
    2. Causes of misbehavior. Think back over the classes you have attended
    in which there have been disciplinary incidents. List the possible causes
    for any such misbehavior. How might knowledge of the causes of these
    incidents influence a teachers actions? Some behavior problems are
    teacher created and some are student centered. Can you think of
    examples?
    Misbehavior causes disturbances in the classroom and makes it difficult for
    students to enjoy the educational process. Below is a list of four possible motives
    for misbehavior. In addition to these causes, there are other factors to consider
    that may result in a student who refuses to act appropriately.

    Seeking Attention

    Desire for Power

    Looking for Revenge

    Lack of Self-Confidence

    Physiological Factors

    Classroom Environment

    Problems with Curriculum

    I listed above seven possible causes for any such behavior. First five problems
    are student centered, and last two are teacher centered. For example; when
    teachers doesnt prepare their classroom and lesson plan well, it causes
    discipline problems in their classes. When teachers dont consist in their
    procedures and rules, students starts to have a problem.

    References:
    Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass:
    Harvard University Press.
    Domin, D (1999).A review of laboratory instruction styles. Journal of Chemical
    Education. 76, 1-5.
    Discovery learning. (n.d.). Retrieved February 26, 2016, from
    http://www.learnnc.org/lp/pages/5352.
    Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does
    discovery-based instruction enhance learning?. Journal Of Educational
    Psychology, 103(1), 1-18. doi:10.1037/a0021017.
    Carol Miller Lieber (2002). The Guided Discipline Approach Partners in Learning:
    From Conflict to Collaboration in Secondary Classrooms. Educators for Social
    Responsibility.
    What Are the Causes of Misbehavior in the Classroom? (n.d.). Retrieved
    February 26, 2016, from
    http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1675what-are-the-causes-of-misbehavior-in-the-classroom.

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