Introduction
Discovery Learning is a learning method that encourages students to ask questions and formulate their own tentative answers, and to deduce general principles from practical examples or experiences. Discovery Learning is a learning situation in which the principal content of what is to be learned is not given but must be independently discovered by the student. Discovery learning can be defined simply as a learning situation in which the principal content of what is to be learned is not given, but must be independently discovered by the learner, making the student an active participant in his learning.
Task
Target "Goals" of Discovery Learning Theory
The discovery learning mode requires that the student participates in making many of the decisions about what, how, and when something is to be learned and even plays a major role in making such decisions. Instead of being 'told' the content by the teacher, it is expected that the student will have to explore examples and from them 'discover' the principles or concepts, which are to be learned. Many contend that the discovery learning versus expository debate continues a timeless debate as to how much a teacher should help a student and how much the student should help himself."
Process
Jerome Bruner lays out two targets for discovery learning theory
:1.Discovery Learning Theory should act as a refined extension of the broad based theory constructivism by focusing on the individual.
2. Discovery Learning Theory should serve as a way of defining and providing structure to the way in which individuals learn thus acting as a guide for educational research.
There are four components to the Discovery Learning Theory:
Curiosity and uncertainty
Structure of knowledge
Sequencing
Motivation
There are three principles associated with Discovery Learning Theory
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (re
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
Evaluation
Bruner identified six indicators or benchmarks that revealed cognitive growth or development:
1. Responding to situations in varied ways, rather than always in the same way.
2. Internalizing events into a 'storage system' that corresponds to the environment.
3. Increased capacity for language.
4. Systematic interaction with a tutor (parent, teacher, or other role model).
5. Language as an instrument for ordering the environment.
6. Increasing capacity to deal with multiple demands.
Conclusion
- HOW CAN THE THEORY BE EFFECTED IN THE CLASSROOM BY INTEGRATING IT WITH
ICT
IntroductionAny discussion about the use of computer systems in schools is built upon an understanding of the between schools, learning and computer technology. When the potential use of computers in schools was first mooted, the predominant conception was that students would be
‘taught’ by computers (Mevarech& Light, 1992).In a sense it was considered that the computer
would ‘take over’ the teacher’s job in much the same way as a robot computer may take over a
welder’s job. Collis (1989) refers to this as “a rather grim image” where “a small child sits alone
with a computer”. However, the use of information and communication technologies in the educative process has been divided into two broad categories: ICTs for Education and ICTs in Education. ICT for education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involve the adoption of general components of information and communication.
POINTS:
ICT enhancing teaching and learning process
The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning and research (Yusuf, 2005) .ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly changing world, basic education is essential for an individual be able to access and apply information. Such ability must find include ICTs in the global village.
ICT enhancing the quality and accessibility of education
ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning.
ICT enhancing learning Environment presents an entirely new learning environment for students, thus requiring a different skill set to be successful. Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through (New Media Consortium, 2007). ICT is a potentially powerful tool for offering educational opportunities
ICT enhancing learning motivation
ICTs can enhance the quality of education in several ways, by increasing learner motivation and engagement,
benefits of ICT