Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 188 views

    Discovery Learning: A Constructivist Approach To Education

    Uploaded by

    Regine Velarde
    This document discusses discovery learning, a constructivist approach to education proposed by Jerome Bruner. Discovery learning focuses on learning through experience and inductive reasoning using specific examples to formulate general principles. Students must be active in identifying key principles themselves rather than simply accepting teacher explanations. Bruner proposed a spiral curriculum where students build on past experiences by interacting with their environment to discover facts and relationships on their own and create their own understanding of knowledge through narrative. While discovery learning promotes active engagement, motivation, ownership of learning and problem-solving skills, it also presents disadvantages like potential cognitive overload and lack of teacher control.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Discovery Learning: A Constructivist Approach To Education

    Uploaded by

    Regine Velarde
    188 views14 pages
    This document discusses discovery learning, a constructivist approach to education proposed by Jerome Bruner. Discovery learning focuses on learning through experience and inductive reasoning using specific examples to formulate general principles. Students must be active in identifying key principles themselves rather than simply accepting teacher explanations. Bruner proposed a spiral curriculum where students build on past experiences by interacting with their environment to discover facts and relationships on their own and create their own understanding of knowledge through narrative. While discovery learning promotes active engagement, motivation, ownership of learning and problem-solving skills, it also presents disadvantages like potential cognitive overload and lack of teacher control.

    Original Title

    DISCOVERY LEARNING

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses discovery learning, a constructivist approach to education proposed by Jerome Bruner. Discovery learning focuses on learning through experience and inductive reasoning using specific examples to formulate general principles. Students must be active in identifying key principles themselves rather than simply accepting teacher explanations. Bruner proposed a spiral curriculum where students build on past experiences by interacting with their environment to discover facts and relationships on their own and create their own understanding of knowledge through narrative. While discovery learning promotes active engagement, motivation, ownership of learning and problem-solving skills, it also presents disadvantages like potential cognitive overload and lack of teacher control.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    188 views14 pages

    Discovery Learning: A Constructivist Approach To Education

    Uploaded by

    Regine Velarde
    This document discusses discovery learning, a constructivist approach to education proposed by Jerome Bruner. Discovery learning focuses on learning through experience and inductive reasoning using specific examples to formulate general principles. Students must be active in identifying key principles themselves rather than simply accepting teacher explanations. Bruner proposed a spiral curriculum where students build on past experiences by interacting with their environment to discover facts and relationships on their own and create their own understanding of knowledge through narrative. While discovery learning promotes active engagement, motivation, ownership of learning and problem-solving skills, it also presents disadvantages like potential cognitive overload and lack of teacher control.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 14

    DISCOVERY LEARNING

    A CONSTRUCTIVIST APPROACH TO EDUCATION


    Jerome Bruner Lev Vygotsky
    Jerome Bruner
    Bruner`s Beliefs

    Students must be active—they


    must identify key principles for
    themselves rather than simply
    accepting teachers`
    explanations .
    This process has been called
    DISCOVERY LEARNING
    DISCOVERY LEARNING

    Teaching Method
    Inquiry based process
    Focuses on learning through
    experience
    Inductive Reasoning- using
    specific examples to formulate
    general principles.
    Spiral Construction of Curriculum

    Learner builds on past


    experience
    Students interact with
    environment
    Discovers facts and relationships
    on own
    students create own construct of
    knowledge through narrative
    ADVANTAGES DISADVANTAGES

     Active engagement  Too much information


     Promotes (cognitive overload)
    motivation  Often requires vast

     Promotes ownership resources


    unavailable in
    of learning
    traditional classroom
     The development of
     Lack of teacher
    creativity and control
    problem solving  Teacher may fail to
    skills recognize
     A tailored learning misconceptions
    experience
     Have fun
    Discovery in Action

     A distinction is usually made between pure


    discovery learning, is which the students
    work on their own to very great extent, and
    guided discovery, in which the teacher
    provide some direction.
     Discovery Learning- Bruner`s approach, in
    which students work on their own to
    discover basic principles.
     Guided Discovery- An adaptation of
    discovery learning, in which the teacher
    provides some direction.
    Enactive (action-based)
     Sometimes called the concrete stage, this first
    stage involves a tangible hands-on method of
    learning.
     Bruner believed that “learning begins with an
    action-touching, feeling , and manipulating”
    (Brahier, 2009).
     In science education, manipulative are the
    concrete objects with which the actions are
    performed.
     Common examples of manipulative used in this
    stage are leaves, plants, water, straws
    (anything tangible)
    Iconic (image-based)
     Sometimes called the pictorial stage,
    this second stage involves images or
    other visuals to represent the concrete
    situation enacted in the first stage.
     One way of doing this is to simply draw
    images of the objects on paper or to
    picture them in one`s head.
     Other ways could be through the use of
    shapes, diagrams and graphs.
    Symbolic (language-based)

     Sometimes called the abstract stage, the


    last stage takes the images from the second
    stage and represent them using words and
    symbols.
     The used of words and symbols “allows a
    student to organize information in the mind
    by relating concepts together” (Brahier,
    2009).
     The words and symbols are abstractions,
    they do t necessarily have a direct
    connection to the information.
    For example, a younger student can
    act on the principles of balance
    beam, and can demonstrate this
    knowledge by moving back and
    forth in the see-saw. An older
    student can make or draw a model
    of the balance beam, hanging rings
    and showing how it is balanced.
    Finally, the balance beam can be
    described verbally (orally or
    written) , or described
    mathematically by reference to the
    Law of Moments.
    The actions, images and
    symbols would vary from
    one concept or problem to
    another, but according to
    Bruner, knowledge can be
    represented in these three
    forms.
    THANK
    YOU 

    You might also like