Enablement of discovery learning through instruction.

Discovery learning is an instructional approach in K-12 education that encourages pupils to actively explore, investigate, and discover new knowledge and concepts through hands-on experiences, problem-solving activities, and guided enquiry. In a discovery learning environment, pupils are presented with challenging situations, problems, or puzzles that they must solve or investigate, rather than being directly taught the information or concepts. The teacher acts as a facilitator, providing guidance, support, and resources, but allowing pupils to take an active role in their learning process.

Here are some key characteristics of discovery learning in K-12 settings:

1. Problem-based or inquiry-based learning: Students are presented with real-world problems, case studies, or scenarios that require them to investigate, research, and apply critical thinking skills to find solutions or explanations.
2. Hands-on activities and experimentation: Students engage in hands-on activities, experiments, simulations, or manipulatives that allow them to explore and discover concepts and principles through first-hand experiences.
3. Student-centred approach: The learning process is student-centred, with students taking an active role in asking questions, formulating hypotheses, and conducting investigations, rather than passively receiving information from the teacher.
4. Collaboration and discussion: Discovery learning often involves collaborative activities, group discussions, and peer interactions, where students share their findings, ideas, and perspectives, and learn from one another.
5. Scaffolding and guidance: While allowing for student-directed exploration, teachers provide scaffolding, guidance, and support to facilitate the learning process, ask probing questions, and help students make connections and draw conclusions.
6. Cross-curricular connections: Discovery learning activities can often incorporate multiple subject areas, encouraging students to make connections across disciplines and apply their knowledge and skills in diverse contexts.

The goal of discovery learning in K-12 education is to promote active engagement, critical thinking, problem-solving skills, and a deeper understanding of concepts by allowing students to discover and construct knowledge through their own experiences and investigations. This approach aims to foster intrinsic motivation, curiosity, and a love for learning.

References:

[1] 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. https://doi.org/10.1037/a0021017

[2] Loyens, S.M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach. Instructional Science, 36, 351–357. Accessed at: https://api.semanticscholar.org/CorpusID:59475920

[3] Margus Pedaste, Mario Mäeots, Leo A. Siiman, Ton de Jong, Siswa A.N. van Riesen, Ellen T. Kamp, Constantinos C. Manoli, Zacharias C. Zacharia, Eleftheria Tsourlidaki, Phases of inquiry-based learning: Definitions and the inquiry cycle, Educational Research Review, Volume 14, 2015, Pages 47–61, ISSN 1747–938X, https://doi.org/10.1016/j.edurev.2015.02.003.