Guided discovery learning

Draft

Definitions

• Guided discovery learning is a constructivist instructional design model that combines principles from discovery learning and sometimes radical constructivism with principles from cognitivist instructional design theory.

• “Students discover knowledge without guidance, developing their own understanding. The role of instruction is merely to provide a suitable environment, which in software might be a microworld or simulation. Discovery learning, or instructionless learning, involves hypothesis formulation and testing (Goodyear et al. 1991, Shrager and Klahr 1986).” (Stephen Bostock), retrieved, 17:17, 15 September 2006 (MEST).

See also: computer simulation, SimQuest

Features of discovery learning

Guided discovery was developed by Dr. Charles E. Wales at the Center for Guided Design, West Virginia University (Leutner, 1993). Discovery learning is much older and other forms of structuredness do exist.

“Guided Discovery, is characterized by convergent thinking. The instructor devises a series of statements or questions that guide the learner, step by logical step, making a series of discoveries that leads to a single predetermined goal. In other words the instructor initiates a stimulus and the learner reacts by engaging in active inquiry thereby discovering the appropriate response. Mosston (1972:117) specifies ten cognitive operations that might take place as the learner engages in active inquiry: recognizing da analysing, synthesizing, comparing and contrasting, drawing conclusions, hypothesizing memorizing, inquiring, inventing, and discovering. By actively doing and consequence discovering facts or concepts, the learner will understand and therefore remember the subject matter. Mosston (1972:122) cautions that "discovery learning cannot take place if t answers are given." He also points out certain drawbacks of this teaching method: it precisely controls and manipulates learning behaviour and could therefore be abused, and is designed for individual rather than group use.” - The Discovery LearningConcept, retrieved, 17:17, 15 September 2006 (MEST)

According to Spencer (1999), key features of guided discovery learning are:

• A context and frame for student learning through the provision of learning outcomes
• Learners have responsibility for exploration of content necessary for understanding through self directed learning
• Study guides are used to facilitate and guide self directed learning
• Understanding is reinforced through application in problem oriented, task based, and work related experiences

Guided discovery or similar principles exists within many frameworks, e.g. Laurillard's conversational framework

An example in vocational training

According to Allen (2002), in an example of discovery learning in action, DaimlerChrysler uses guided discovery learning principles for teaching maintenance engineers to troubleshoot automotive electrical systems. Below we summarize its most salient features described in this article.

Determining the source of faults is a very complex task. Maintenance engineers must use diagnostic aids and equipment together with a carefully thought-out strategy to pinpoint and solve the problem. Since workers cannot remember the configurations in all the vehicles, training cannot anymore be specific to any one system. Training focus must be on strategic thinking as well as specific facts, procedures, and concepts. Training must build flexible skills and adaptive thinking to allow for situation-to-situation variations in task sequencing. Therefore the learning systems empowers maintenance engineers to:

• Plot their own course of problem-solving;
• Perform simulated tests on circuits, with simulated diagnostic equipment used to report accurate measures;
• Access reference information;
• Order repairs and test results;
• Proceed with repairs of vehicles returned by customers who have complaints about prior service; and
• Get feedback on efficiency (completion time and completion costs of the job), incorrect assumptions and decisions, and how to approach diagnosis more effectively.

The risk-and-contingent outcome for the DaimlerChrysler discovery learning application gives the exercises a game-like quality. Learners are motivated to try the exercises repeatedly, in order to improve their performance scores. The full simulation makes the learning task realistic, and supports the transfer of learning to real, on-the-job performance.

Discussion

The question is not whether guided learning is better than unguided discovery. It ought to rephased as "how much guiding" is needed for a given "learning level" (and maybe learning goals and subject areas).

Links

• The Discovery Gallery, Royal Ontario Museum

• Discovery Learning (1997), Center for positive practices. A larger commented bibliography.

References

• Allen, Michael (2002), Discovery Learning: Repurposing An Old Paradigm, LTI Newsline, HTML, retrieved, 17:17, 15 September 2006 (MEST).

• Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help Seeking and Help Design in Interactive Learning Environments. Review of Educational Research, 73(7), 277-320.

• de Jong, T. & van Joolingen, W. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2):179-201, 1998.

• Faryniarz, J. V., & Lockwood, L. G. (1992). Effectiveness of microcomputer simulations in stimulating environmental problem solving by community college students. Journal of Research in Science Teaching, 29(5), 453-470. Abstract and PDF (Access restricted).

• Feldon, David, F. Dispelling a Few Myths about Learning, UrbanEd PDF

• Gokhale, Anu A. (1996), Effectiveness of Computer Simulation for Enhancing Higher Order Thinking, Journal of Industrial Teacher Education, Volume 33, Number 4. HTML.

• Goodyear, P., Njoo, M, Hijne, H & van Berkum, J.J.A. 1991. Learning processes, learner attributes and simulations. Education and Computing (6) 263-304.

• Kirschner, P., Sweller, J., & Clark, R. E. (in press). Why Unguided Learning Does Not Work: An Analysis of the Failure of Discovery Learning, Problem-Based Learning, Experiential Learning and Inquiry-Based Learning. Educational Psychologist.PDF Preprint

• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86 PDF

• Leutner, Detlev, (1993), Guided Discovery Learning with Computer-Based Simulation Games: Effects of Adaptive and Non-Adaptive Instructional Support, Learning and Instruction, 3 (2) p113-32.

• Lindström, B., Marton, F., Ottosson, T., & Laurillard, D. (1993). Computer simulations as a tool for developing intuitive and conceptual understanding in mechanics. Computers in Human Behavior, 9, 263-281.

• Mosston, Muska (1972), Teaching: From Command to Discovery. Belmont, California: Wadsworth Publishing.

• Mott Bradford W. , Scott W. McQuiggan, Sunyoung Lee, Seung Y. Lee, and James C. Lester, Narrative-Centered Environments for Guided Exploratory Learning, PDF

• Shulman, L. and Keisler, E. (1966).Learning by Discovery: A Critical Appraisal. Rand McNally.

• Shrager, J & Klahr, D. 1986. Instructionless learning about a complex device: the paradign and observations. Int. J. Man-Machine Studies. 25, 153-198.

• Spencer, John A., (1999) Learner centred approaches in medical education, BMJ318:1280-1283 (open access)