RESEARCH PAPER TEMPLATE

North American University

Education Department
EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN

Name: Sema ENGIN Date: 4/15/24

Instructional Project 3

Directions:

This is a research assignment. Use your textbook, web articles, and NAU library to conduct resear
when writing this paper.

Use APA style references and in-text- citations. You need to use at least 3 different resources
besides Castronova (2002), and Moore (2015).

Part 1. DISCOVERY LEARNING:

Download and read the following article:

 Castronova, J. A. (2002). Discovery learning for the 21st century: What is it and how
does it compare to traditional learning in effectiveness in the 21st century. Action
Research Exchange, 1(1), 1-12. Retrieved from
https://www.myenglishpages.com/resources/1282044031.pdf
 After reading this article and conducting additional research, answer to the following
questions.

What is discovery learning?

Discovery Learning is a method of Inquiry-Based Instruction. It is found by Jerome Bruner. This

theory encourages learners to build on past experiences and knowledge, use their intuition,
imagination and creativity, and search for new information to discover facts, correlations, and new
truths. Learning does not equal absorbing what was said or read, but actively seeking for answers
and solutions. (Pappas, 2014).

How does this form of teaching compare to traditional, teacher-centered instruction?

There are a lot of similarities and contrasts between these two teaching approaches. These two
instructional strategies are combined in the classroom by certain educators. The discovery learnin
method's ability to inspire students is one of its main advantages. Through discovery learning,
students are free to look for knowledge that piques their interest. It gives students the chance to
pursue their interests, which makes the classroom more engaging. In other words, learning is
enjoyable when it is done through exploration learning (Schank & Cleary, 1994).

To further appreciate the differences between these two teaching philosophies, we may further
contrast them with a classroom scenario. The teacher will divide the problem into manageable ste
during direct instruction. Students just need to follow the instructions and make an effort to
comprehend the solution when he or she explains them to them. After modeling a number of these
kinds of tasks, teachers let pupils practice until they are proficient with the assignment. However, i
the context of discovery learning, she urges the students to come up with ideas in small groups
rather than giving them the solution right away. She will give very few, if any, thought-provoking
cues. The class then gets back together to discuss the answers. The teacher can take some time
identify the right answer. Essentially, the idea is that students learn important mathematics by tryin
to solve the provided problem and discussing potential solutions. (White, 2012).

What educational theories support the discovery learning model?

Dewey (1916/1997) defines learning as an action in Democracy and Education, where knowledge
and ideas arise as students engage with one another as members of a community and expand the
knowledge by drawing inferences from previously encountered situations that have significance an
meaning. According to Dewey, schooling merely serves to facilitate further learning because childr
are inherently driven to actively learn (Berding, 2000).

Lev Vygotsky placed a strong emphasis on the social and cultural factors that affect cognitive
development, especially how children interact with others during this process (Rice & Wilson, 1999

What is the most important thing you discovered about discovery learning?

Instead of merely memorizing the teacher's rules and concepts, students who participate in
discovery learning are encouraged to search for answers. Students who conduct independent
research will retain the knowledge they acquire in small groups better than those who do not. Thes
instructional strategies also support the development of lifelong learners in the pupils.

How can you apply this method to your future classroom?

I think this approach will benefit me as a Turkish teacher when it comes to small group instruction.
ask the kids to respond to the question before I begin teaching. At first, kids could believe that the
teacher's explanation is necessary to locate the answer. I'll ask them to come up with ideas once I
divided them up into smaller groups. In addition, I'll pose important queries and, if needed, provide
hints. In addition, I'll invite students to conduct online searches on their Chromebook. In addition,
offer feedback, and they'll fix any errors they make.

Part 2. ADDITIONAL CHAPTERS

 Select one of the following chapters to conduct research: Chapter 2, 3, 5 or 12. Revie
the chapter and respond to related questions for that chapter by conducting your ow
research.

Chapter 2- Teaching Diverse Students

1. Teaching all students. Remember that a teacher’s job is to teach all students and assume
 an attitude that all students can learn. Research techniques and strategies that can be used to
accomplish this task. Sources of information include the library, the Internet, current journals,
and recent books.
Tall students should feel comfortable in the classroom and their requirements should be met b
the teachers. We must figure out how to keep them content. The entry is where it believes it
should begin. Teachers should welcome each student at the door as they enter the classroom
Depending on the age of the student, there may be a separate vocal greeting, handshake, or
high five for each. Students will also see that you value them as unique persons (n.d., 2016).

Second, educators need to be aware of the cultures, interests, extracurricular pursuits,

personalities, learning preferences, aspirations, and mentalities of their students. Perhaps we
can also learn about their culture.

Lastly, teachers should recognize and appreciate the accomplishments of their pupils. Studen
can have goals assigned to them by their teachers. Students' achievements should be
recognized when these goals are met.

2. Intelligence profile. Evaluate your own intelligence profile according to Gardner. In what
frames of mind (intelligence areas) do you come out strongest?

Gardner's theory of multiple intelligences offers some thought-provoking perspectives.

Nonetheless, many of its hypotheses have not yet been confirmed by the scientific community
Many scientists contend that the outcomes may not always be accurate or that a person's skill
level is not always a good indicator of their intellect. For this reason, you shouldn't gauge your
intellect just through the use of Gardner's test. However, it can serve as just one of several
sources that reveal aspects of your identity.

It's challenging to determine one's level of intellect. Gardner's test might help you identify your
areas of strength and areas for improvement.

Gardner's theory is worthwhile investigating overall. The belief that everyone is competent at
something is generally true, even though many of its claims cannot be independently verified.
Consider your colleagues. Each of them is exceptionally intelligent in at least one field. Your
awkward pal might be a skilled orator. Your reserved pal might have artistic talent. Moreover, b
aware that these theories are subject to change. The intelligence test is worth taking if you're
interested in finding out how you stack up in the end (Kirkpatrick, 2021).

Chapter 3- Managing Classroom Environment

1. Discipline approaches. Analyze the three approaches to classroom management. Which

approach, if any, do you prefer? Can you put together parts of the different approaches and com
up with an eclectic approach that you think would work for you? Can you identify some basic
concepts that appear to be true of all three approaches?
 2. Causes of misbehavior. Think back over the classes you have attended in which there ha
been disciplinary incidents. List the possible causes for any such misbehavior. How might
knowledge of the causes of these incidents influence a teacher’s actions? Some behavior
problems are teacher created and some are student-centered. Can you think of examples?

Chapter 5- Using Classroom Technology

1. How does technology enhance the teacher’s ability to plan instruction? Use one of the
available search engines to explore the web for technological tools such as lesson planning
software, worksheets, puzzle tools, poster and bulletin board production tools, and time
management tools that will assist you in planning.

2. Technology offers tools that can help students learn. To what technology should students
have access? Do you have any educational concerns about the use of these technologies
schools? If so, what are they? If not, why not?

Chapter 12- Teaching Effective Thinking Strategies

1. Teaching methods. What teaching methods and procedures can be used to improve
students’ critical thinking abilities? Creative thinking abilities?

2. Thinking. What type of thinking is emphasized in most schools? Is critical thinking rewarde
Creative thinking? Is school success based on students’ ability to think critically? Creatively

3. The environment. What type of classroom environment would be conducive to developing

critical thinking? Creative thinking? What problems can you foresee in establishing this
environment?

Part 3. REFERENCES:
 Cite at least 5 References in APA.
 You need to use at least 3 different resources besides Castronova (2002), and Moore
(2015).
 You may use http://www.citationmachine.net/apa/cite-a-journal for citing your sourc
in APA style.

References:

Pappas, C. (2014, October 8). Instructional design models and theories: The discovery learning model.
 Retrieved April 18, 2021, from https://elearningindustry.com/discovery-learning-model

Schank, R. & Cleary, C. (1994). Engines for education.

Retrieved April 18, 2021, from http://www.ils.nwu.edu/~e_for_e/nodes/I-M-INTRO-ZOOMER-pg.h

White, M. (2012, April 19). Hot teaching trend and common core: Discovery learning vs. direct instruction.
Retrieved April 18, 2021, from https://www.deseret.com/2012/4/18/20407792/hot-teaching-trend-and
common-core-discovery-learning-vs-direct-instruction

Dewey, J. (1997). Democracy and education. New York: Simon and Schuster. (Original work published 191

Berding, J. W. A. (2000). John Dewey’s participatory philosophy of education: Education, experience and
curriculum [Online]. Available: http://www.socsci.kun.nl/ped/whp/histeduc/misc/dewey01.html.

Rice, M. L. & Wilson, E. K. (1999). Says 1998 in text on pg. 19/20 How technology aids constructivism in
social studies classroom. Social Studies. 90(1), 28-33.

10 ways teachers can create a positive learning environment. (2016, November 29). Retrieved April 18, 202
from https://freespiritpublishingblog.com/2016/11/29/ten-ways-teachers-can-create-a-positive-learning
environment/

Kirkpatrick, N. (2018, May 07). What is the gardner multiple intelligence test and how is it used? Retrieved
April 18, 2021, from https://www.betterhelp.com/advice/tests/what-is-the-gardner-multiple-intelligenc
test-and-how-is-it-used/