RESEARCH PAPER

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN
Name: Murat Konac

Date: 2/24/2016

Instructional Project 3
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), 112. Retrived from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf

After reading this article and conducting additional research, answer

to the following questions.

What is discovery learning?

According to Burner (1967), discovery learning is an inquiry- based learning that
take place in problem solving situation where the learner draws on his or her own
past experience as existing knowledge to discover facts and relationships and
new truths to be learned.

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

instruction?
According to Castronova, there are five characteristic differentiates between
discovery learning and traditional learning model. First, learning is active rather
than passive. Second, he stated that learning is process-based rather than factbased. Third, lessons learn from failure. Fourth, feedback is essential part of the
learning. Finally, discovery learning fulfills natural human curiosity and supports
individual interests
What educational theories support the discovery learning model?
John Dewey, Jean Piaget, and Lev Vygotsky all developed educational theories
that support discovery learning. All of whom suggested that discovery learning
fosters students participations in the learning process by exploring ideas and
answering questions through experience.

What is the most important thing you discovered about discovery learning?
Discovery learning seems ideal types of learning. Discovery learning promote a
student-centered approach in which the learner discovers new knowledge
through active, hand-on experiments and construct new concepts based on his
existing knowledge. But there are some problems to apply this in classroom. To
be successful, discovery projects often require special materials and extensive
preparations. And these preparations do not always guarantee success.
How can you apply this method to your future classroom?
I can apply this method in different level. You can start from the basic when
students get used to this learning level than you can increase the level. For
example, teacher can provide students with a brief demonstration of how
perceptions of color change depending on the intensity of the light source and
then ask them to design their own experiment to further examine this
relationship. Another example is that teacher ask students research about the
topic. After students can prepare a presentation and share with the class. Also
you can use different level of discovery learning to differentiate in the classroom.
Your ESL and Special Ed. Students can do level 1 (guided discovery learning)
activities. Regular Ed. Students can do level 2 (modify discovery learning)
activities. And GT students can do level 3(unguided/open discovery learning)
activities.
Part 2. ADDITIONAL CHAPTERS

Select one of the following chapters to conduct research: Chapter 2,

3, 5 or 12. Review the chapter and respond to related questions for
that chapter by conducting your own research.

Chapter 5- Using Classroom Technology

1. How does technology enhance the teachers ability to plan instruction?
Use one of the available search engines to explore the web for
technological tools such as lesson planning software, worksheets and
puzzle tools, poster and bulletin board production tools, and time
management tools that will assist you in planning. Share your findings with
your class.
Using technology to enhance instruction has become an incredibly exciting idea.
Technology is an essential part of instruction to help students develop basic and
critical thinking skills in 21st century classrooms. Technology can be used in a
variety of ways to improve and enhance the teachers ability to plan instruction.
Teachers can use technology as an instructional assistance, a lesson planning
device, and a communication tool. Most teachers also use computers to enhance
lesson preparation, recordkeeping, and communication efforts. Here are some
examples:
4Teachers.org: This site helps teachers locate online resources such as readyto-use Web lessons, quizzes, rubrics and classroom calendars.

Toolkit from Scholastic (free, scholastic ads) - Contains graphic organizers,

rubric maker, flash card maker, to-do list, calendar and much more including
home page option.
PlanbookEdu.com, MyLessonPlanner,Planbook, Planboard(etc.) - These are
lesson plan builder that can help you organize and store your lessons.
Education.com Games, activities, worksheets, articles, and much more
Teachers Pay Teachers Free and for-purchase classroom resources created
by teachers for teachers
Brain Pop Animated curricular content
Google Docs and Spreadsheets (free) - Share and collaborate on word
processing documents or spreadsheets.
TeacherVision: Provides teaching resources (worksheets, slideshows, and
lesson plans) for all grades and all subjects.
ReadWriteThink: Providing educators and students access to the highest
quality practices and resources in reading and language arts instruction.
Kahoot - Create a fun learning game made from a series of multiple choice
questions. You can also add videos, images and diagrams to your questions to
amplify engagement.
Classroom.net - Create free educational games, quizzes, activities and
diagrams. You can also host on your own blog, website or intranet!
Wallwisher, Corkboard Me and Popplet Virtual corkboard or bulletin board,
and allow you to post text, images, and/or videos on them.
Evernote - Free productivity tool that allows you to capture all your ideas,
thoughts and images in many different ways, eg with voice, notes or images.
Remember the Milk - Helps you manage tasks quickly and easily.
Google Calendar - Allows you to create events, set reminders, and connect with
others.
RescueTime - Allows you to easily understand and optimize how you and/or
your team spends their time and attention.
Vitalist - Allows you to easily organize your actions and projects online based on
the getting things done concept.
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 in schools? If so, what are they? If not,
why not?
Students should access computers, mobile devices like smartphones and tablets,
digital cameras, social media platforms and networks, software applications, the
Internet, etc. The risks involved in integrating technology into classroom. Here
are some of them:

Objectionable or Inappropriate Material: Sites devoted to pornography

(however that might be defined), hate groups, and other inappropriate
subject matter contain content thats unsuitable for children at various
stages of maturity.

Cyberbullying: Cyberbullying occurs when someone bullies via the

Internet, mobile phones, or other electronic devices. Examples include
sending mean-spirited text or e-mails, posting inappropriate pictures or
messages about others in blogs or on websites, pretending to be other
people online to trick others, tricking people into revealing personal
information, and using someone elses user name to spread rumors or lies
about someone.

Invasion of Privacy: Cookies are not as innocent as they sound. Plus,

anyone can read your e-mail or your chat or your instant messages, as
well as track everything you download from, or upload to, the Web.

Wasted Time: Teachers who are not well prepared to integrate the
Internet into instruction, sometimes allow students to roam the Web at will.

Catfishing: A catfish is an emerging class of Internet and social media

predators who fabricate online identities to trick unsuspecting victims into
some type of romantic relationship.

Sexting: Sexting is the sending of revealing nude or semi-nude photos or

explicit messages via cell phone.

Distraction: Smartphones and tablets, with internet connectivity and text

messaging services, can merely be a source of distraction for students as
opposed to a learning tool.

Cheating: It certainly seems easier that they can now cleverly pull up a
cheat sheet on their device.

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 sources in APA style.

References:
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. Retrived from
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf
Moore, K. D. (2005). Effective instructional strategies: From theory to practice.

Thousand Oaks: SAGE Publications.

Discovery Learning (Bruner) - Learning Theories. (2007). Retrieved February 24,
2016, from http://www.learning-theories.com/discovery-learning-bruner.html
Coffey, H. (n.d.). Discovery learning. Retrieved February 24, 2016, from
http://www.learnnc.org/lp/pages/5352#note8
Teacher Tools: Puzzle, Quiz, and Activity Builders. (n.d.). Retrieved February 27,
2016, from http://eduscapes.com/tap/topic39.htm
Poole, B. (2012, September 12). Integrating the Internet: Risks and Solutions.
Retrieved February 28, 2016, from
http://www.educationworld.com/a_tech/columnists/poole/poole018.shtml