Discovery Learning: When Did It Start
This theory of learning has had immense contributions from Dewey and Bruner as is in pedagogical models- discovery learning. Bruner first outlined the principle of discovery of learning when he discussed the construction of knowledge from experiences. It is believed that Bruner is the first person to bring forth pragmatic proof of the usefulness of discovery learning in his book “The Act of Learning.”
John Dewey had also written about the same in his book “Logic: The Theory of Learning.” Bruner argued that this is an investigative way of learning where the learner investigates his environment by use of past experiences. The type of learning has been described as resembling that of the scientific process, which involved problem recognition, searching for information, and using a chosen strategy to develop a solution in an attempt to satisfy natural curiosity in an individual as well as promoting his or her interests and it aids in the individualized learning experience.
But it’s important to mention that there are other people who have argued against as is in Pedagogical models- discovery learning, the writers say that: Lewis, Bishay, McArthur, and Chou state “there is little objective data demonstrating its benefits; indeed, we still lack a consensus operational definition of discovery learning itself”. Others like Kuhn, Black, Keselman, & Kaplan have argued that the method is less efficient given that it takes much time to get honest analysis and the information acquired after going through the process. This kind of learning has not yielded the best results as it is in conventional learning that is lecture-oriented.
The learners in this method need a lot of backing due to the difficulties involved in the process. Thinkertools by White, like in “pedagogical models- discovery learning” suggests some diverse techniques to support students under this method. The notion behind this method of learning is that it involves students in a process of finding knowledge for themselves hence they have to establish their specific objective needed in attaining their desired end while employing necessary ways of achieving the same method. Therefore, the learner goes through a course of an encounter with issues and how to resolve them.
This course involves a series of encounters that different authors have suggested. For example, in “pedagogical models- discovery learning” Friedler, Nachmias, and Linn describe the discovery learning processes as (a) define a problem, (b) state a hypothesis, (c) design an experiment, (d) observe, collect, analyze, and interpret data, (e) apply the results; and (f) make predictions on the basis of results of previous experiment(s).
Nadira Saab et al. in Heather Coffey’s discovery learning essays that students recognize variables, gather facts, and infer them. Also, Borthick and Jones propose that the students in this learning process study how to recognize an issue find out what the explanation might be deduce ways of resolving the issue, perform the ways in a bid to unravel the issues.
Castronova and other writers suggest five features of this learning method. Knowledge acquisition is based on familiarization with the process, collating necessary information to resolve the issue, understanding how to do it, framing and affecting a premise out of the information collated, discussing the practicalities of getting the solution, and then working out. By so doing the learner is able to satisfy his/her own inquisitiveness and therefore better appreciate how to resolve issues and the approaches involved without much influence.