Discovery Learning

Discovery learning is a student-centered teaching method that emphasizes exploration and active engagement with content, promoting critical thinking and deeper understanding. Teachers facilitate this process by designing creative lesson plans and maintaining classroom management, while students take responsibility for their learning. Despite some challenges, structured discovery learning enhances student engagement and retention compared to traditional methods.

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Discovery Learning

Uploaded by

shamel.irish

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Download as PDF, TXT or read online on Scribd

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DISCOVERY

LEARNING
“A Journey of Discovering
Discovery Learning”
Presentation by Shamel Lajom
1️⃣ Introduction
2️⃣ Key Characteristics
3️⃣ Role of the Teacher
LIST OF 4️⃣ Student Perspective & Cognitive

CONTENTS
Demand
5️⃣ Research Findings
6️⃣ Challenges and Criticisms
7️⃣ Conclusion
Discovery Learning
A teaching method Encourages
where students actively exploration,
engage with content experience,
rather than passively communication, and
receiving information. interaction.

Shifts the focus from

teacher-led instruction
to student-centered
learning.
KEY
CHARACTHERISTICS
Students take
responsibility for their
learning.

Responsible
KEY
CHARACTHERISTICS
Teachers facilitate
rather than directly
instruct.

Facilitate
KEY
CHARACTHERISTICS
Encourages problem-
solving and critical
thinking.

Solve and Think

KEY
CHARACTHERISTICS
Promotes deeper
conceptual
understanding instead
of rote memorization.

Retain
ROLE OF THE
TEACHER
Contrary to misconceptions, the
teacher’s role is still crucial.

Teachers must design creative Balance between teacher guidance

lesson plans that guide students and student independence is
toward discovery. essential.

Classroom management is key to

ensuring a structured learning
environment.
STUDENT
PERSPECTIVE
Encourages active learning, Students appreciate making
engagement, and higher-order connections rather than just
thinking. memorizing information.

Some students initially resist due to

unfamiliarity with the method.
COGNITIVE DEMAND
LEVELS (STEIN, 2000)
Memorization: Basic recall without deep
understanding.
Procedures Without Connections: Repeating steps
without comprehension.
Procedures With Connections: Understanding
concepts behind procedures.
Doing Mathematics: Applying knowledge to new
problems and justifying reasoning.
Research Teacher-Centered Class

Findings
Students were quiet, passive, and
disengaged.
Focused on memorization but struggled with
Discovery Learning conceptual understanding.
vs.
Traditional Teaching

Student-Centered Class
(Discovery Learning)
Students were more engaged and excited.
Developed deeper conceptual understanding
through hands-on activities.
CHALLENGES
Some researchers (Kirschner,
Sweller, & Clark, 2006) argue that
minimal guidance may be
ineffective, especially for
struggling students.
SOLUTION