Discovery learning

under construction (really)

Definition

Discovery learning

According to van Joolingen (1999:385): <<Discovery learning is a type of learning where learners construct their own knowledge by experimenting with a domain, and inferring rules from the results of these experiments. The basic idea of this kind of learning is that because learners can design their own experiments in the domain and infer the rules of the domain themselves they are actually constructing their knowledge. Because of these constructive activities, it is assumed they will understand the domain at a higher level than when the necessary information is just presented by a teacher or an expository learning environment. >>

According to Borthick & Jones (2000:181): << In discovery learning, participants learn to recognize a problem, characterize what a solution would look like, search for relevant information, develop a solution strategy, and execute the chosen strategy. In collaborative discovery learning, participants, immersed in a community of practice, solve problems together. >>

See also: inquiry-based learning which we consider to be a kind of discovery learning.

Theory and models of discovery learning

Discovery learning, like most constructivist instructional design models is not easy to implement, since learners need to possess a number of cognitive skills and be instrinscially motivated to learn.

van Joolingen (1999:386) makes the following point:

In research on scientific discovery learning, it has been found that in order for discovery of learning to be successful, learners need to posses a number of discovery skills (De Jong & Van Joolingen, in press), including hypothesis generation, experiment design, prediction, and data analysis. In addition, regulative skills like planning and monitoring are needed for successful discovery learning (Njoo & De Jong, 1993). Apart from being supportive for learning about the domain at hand, these skills are usually also seen as a learning goal in itself, as they are needed in a complex information society. Lack of these skills can result in ineffective discovery behavior, like designing inconclusive experiments, confirmation bias and drawing incorrect conclusions from data. In its turn, ineffective discovery behavior does not contribute to creating new knowledge in the mind of the learner.

Therefore on must try to support discovery learning processes, however without disrupting the very nature of this process.

Models of discovery learning

• inquiry-based learning
• Simulation-based discovery learning
• Discovery learning with microworlds
• Problem-based learning

Technology

• Cognitive tools
• Simulations
• Hypertext
• Microworlds

References

• Borthick, A. Faye & Donald R. Jones (2000). The Motivation for Collaborative Discovery Learning Online and Its Application in an Information Systems Assurance Course, Issues in Accounting Education, 15 (2). [1]

• Davidson, N. The Small-Group Discovery Method in Secondary- and College-Level Mathematics, In N. Davidson (cd.) Cooperative Learning in Mathematics: A Handbook for Teachers. Addison-Wesley (Menlo Park, Ca.). 1990.

• Jong, T. de, & Joolingen, W.R. van (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-202.

• Joolingen, Wouter van (1999), Cognitive tools for discovery learning, International Journal of Artificial Intelligence in Education, 10, 385-397 [2]

• Joyce, B., M. Weil, and B. Showers. (1992) Models of Teaching. Allyn and Bacon (Boston, Ma).

• Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1-48.
• Njoo, M., & Jong, T. de (1993). Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, 821-844.