Elements Of Discovery Learning

Math Methodologies It is evident that methodologies in education, including Math, have in their crude forms existed long before theorist began coining catch phrases and terminologies. With the onset of higher learning and the desire to explore their world men have lived and learned by many of the teaching/learning methodologies that are being adapted today. What men have discovered through natural learning long ago is now being refined in order to support and strengthen modern day educational practices across academia.

Problem Based Learning (PBL) Problem-based learning (PBL) is a method of learning and teaching in which students are given the opportunity to focus on how and what they will learn. Students are presented by a teacher or lecturer

The three main attributes of discovery learning are: exploring and problem solving to create, integrate, and generalize knowledge; it is student driven; includes interest-based activities in which the students determine the frequency and order; and entails activities which facilitate the adaption of new knowledge into the student’s existing knowledge base. The first attribute of discovery learning is a very important one: through exploring and problem solving, students take on an active role to create, integrate, and generalize knowledge. Instead of engaging in passively accepting information from teachers or from drill and practice, students establish broader applications for skills through activities that encourage risk-taking, problem solving, and an examination of unique experiences (Bicknell-Holmes & Hoffman,

It also permits students to dictate the rate and pace of learning. Another important characteristic of discovery learning is that it is founded on the principle of using existing knowledge to build new knowledge. Discovery learning may be difficult for traditional educators to grasp or implement since it is a departure from the teacher centered lessons that have dominated the teaching profession for so long. A method that places the responsibility of learning in the hands of the learner may seem asinine to traditionalists. Fundamentally, discovery learning differs from traditional learning because it promotes active learning rather than passive; learning is also seen as process-oriented rather than content-oriented; failure is a welcomed and important part of the discovery process; feedback is necessary and critical for effective learning to occur; also discovery learning promotes a more profound level of understanding rooted in real world