Discovery Learning

Bruner (1961) proposes that learners construct their own knowledge and do this by organizing and
categorizing information using a coding system. Bruner believed that the most effective way to
develop a coding system is to discover it rather than being told by the teacher.
The concept of discovery learning implies that students construct their own knowledge for
themselves (also known as a constructivist approach).
The role of the teacher should not be to teach information by rote learning, but instead to facilitate
the learning process. This means that a good teacher will design lessons that help students
discover the relationship between bits of information.
To do this a teacher must give students the information they need, but without organizing for them.
The use of the spiral curriculum can aid the process of discovery learning.

https://www.valamis.com/hub/cognitive-learning#:~:text=Cognitive%20learning%20theory%20explains
%20how,processes%20are%20not%20working%20regularly.&text=Today%2C%20cognitive%20learning%20theory
%20is%20dominant%20in%20psychology.

Key Concepts
Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the
learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to
be learned[1]. Students interact with the world by exploring and manipulating objects, wrestling with questions and
controversies, or performing experiments.

As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a
transmissionist model)[2]. Models that are based upon discovery learning model include: guided discovery, problem-based
learning, simulation-based learning, case-based learning, incidental learning, among others.

https://www.learning-theories.com/discovery-learning-bruner.html

https://www.academia.edu/33129401/A_LITERATURE_REVIEW_ON_DISCOVERY_LEARNING_#:~:text=Discovery
%20Learning%20was%20introduced%20by,facts%2C%20correlations%20and%20new%20truths.
November 25,2020

MWF 9:00-10:00

ED 303 METHODS OF RESEARCH IN EDUCATION

Assessing the Impact of Modular Learning System in gauging the Erudition of the
Students

Theoretical Framework

Jerome Brunner (1961) associated “education as a discovery learning”. This means that
learners are expected to study independently through inquiry-based decisions. This involves
problem-solving situations where learners should formulate solutions based on their previous
learnings and existing knowledge. In this way, they will result to discover facts on their own which
are genuinely beneficial in enriching their cognition.

The Discovery Learning Method is a constructivist theory that grounds on the idea that
students construct their understanding and knowledge of the world through experiencing things
and reflecting on those experiences. When the Discovery Learning Method is used, students are
on task more often because they are actively part of the learning process instead of just being
spectators. The Discovery Learning Method may have a specific result, but the focus is on the
steps and the critical thinking involved in getting there. Teachers have to observe the process, not
just the assessment results of the students. According to Bruner, instructors serve as facilitators
who create lessons and training materials that provide the necessary structure and basic
information.

He added that when discovery learning is done effectively, they will benefit the following,
“encourages active engagement, promotes motivation, promotes autonomy, responsibility,
independence, develops creativity and problem-solving skills, and tailors learning experiences”.

The same as the Online modular learning, students in NORSU Siaton campus are task to
answer the content of the module that are rich of critical analysis.
 Therefore, students might be bound to recall ideas and information found all alone. Models
that depend on disclosure learning model incorporate guided revelation, issue-based learning,
recreation-based learning, case-based learning, coincidental learning, among others.

Members:
Alama, Joshua S.
Bandigas, Christine V.
Kiskis, Daryl J.
Merlo, Eva Mae
Cortez, Marisa