School science programs are traditionally designed to give children lots of information, have them

memorize that information, and then ask them to recall the information on written tests. That approach
may be a significant reason for students’ less-than-enthusiastic response to science, because that type of
instruction does not allow for the active involvement of students in their own learning, nor does it allow
children opportunities to think creatively about what they are learning.

Yet, teachers and parents intuitively know that when students, no matter what their abilities or interests,
are provided with opportunities to manipulate information in productive ways, learning becomes much
more meaningful. This is a process approach to learning – an approach which provides students with an
abundance of projects, activities, and instructional designs that allow them to make decisions and solve
problems. Through this approach students get a sense that learning is much more than the commission
of facts to memory. Rather, it is what children do with that knowledge that determines its impact on
their attitudes and aptitudes.

A process approach to science is one in which children do something with the concepts and
generalizations they learn. It implies that students can manipulate, decide, solve, predict, and structure
the knowledge of science in ways that are meaningful to them. When teachers and parents provide
opportunities for students to actively process information – particularly information related to nature (or
old rotting logs) – then learning becomes more child-centered. This results in attitudes, perceptions, and
beliefs that the natural world can be actively explored and personally investigated – and that the
environment, both near and far, is full of incredible learning possibilities…along with a whole lot of fun!

This is a process approach to learning – an approach which provides students with an abundance of
projects, activities, and instructional designs that allow them to make decisions and solve problems. ... A
process approach to science is one in which children do something with the concepts and generalizations
they learn.

Guided discovery is a way to encourage your learners to make their own discoveries and explanations for
language, with your guidance. ... Guided discovery requires teachers to plan activities and questions that
will nudge their students towards the key points of the lesson.

Discovery learning is a kind of teaching that is based on the student finding things out for themselves,
looking into problems, and asking questions. Essentially, it's all about students coming to their own
conclusions and asking about things in their course that might not make particular sense. Obviously, as
soon as enquiries are made, they can learn new things and hence will have become part of an
innovative, thought-provoking and interesting educational journey. Top psychologists in the country have
promoted this kind of learning

The main times that discovery learning is used in the classroom are during problem solving exercises and
educational programs. Students will undergo discovery learning when they are looking at their own
experiences and knowledge in their studies, and enquiring about further information to improve their
understanding. Discovery learning will also be used in terms of answering controversial and tricky
questions, asking other people what they think, and generally discussing things. Experiments are also key
to discovery learning, for instance in sciences, where students will be able to experience science right in
front of them - and discover things that may occur, which hence prompts them to ask the question
'why?'