RESEARCH PAPER TEMPLATE

North American University

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

Name: Mucahit Engin Date: 04/14/2021

Instructional Project 3

Directions:

This is a research assignment. Use your textbook, web articles, and NAU library to conduct resear
when writing this paper.

Use APA style references and in-text- citations. You need to use at least 3 different resources
besides Castronova (2002), and Moore (2015).

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), 1-12. Retrieved 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?

Discovery learning is a learning process that emphasizes the intellectual mental of the stude
in solving various problems encountered, to find a concept or generalization that can be applied in
the field. Discovery learning is a learning process to find something new in teaching and learning
activities. In discovery learning the learning process can find something if the teacher prepares in
advance a variety of material to be delivered. Students are encouraged to primarily study themselv
through active involvement by finding principles in understanding concepts. Teachers encourage
students to have experience and experiment by allowing them to discover principles for themselve
(Yerizon, Putra, & Subhan, 2018).
Students engage in problem solving and improve information and skills through discovery
learning. Intentional learning by supervised problem solving using the scientific method of inquiry i
good working concept of discovery learning (Moore, D.,2015).
In discovery learning, first, students are active. Secondly, the focus shifts from the end produ
learning content, to the process, how the content is learned. Thirdly, failure in discovery learning is
seen as a positive circumstance. Fourthly, an essential part of discovery learning is the opportunity
for feedback in the learning process. Lastly, incorporating all of these differences, discovery learni
provides for deeper learning opportunities (Castronova, A.,2002).

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

Traditional instruction, as the name implies, focuses on how the instructor teaches. This
teacher-centered approach explores various methods of imparting knowledge from the teacher to
student. Discovery learning, on the other hand, promotes a student-based philosophy in which the
instructor takes on the non-traditional role of mentor or coach, leaving the students to discover
solutions for themselves (Castillo, K. (n.d.)).
Researchers focus four main areas to compare the discovery learning method and traditiona
teaching. These are motivation, retention, achievement, transference. Discovery learning method
capacity to motivate students is significant advantage of it. In terms of knowledge retention,
discovery learning tends to be at least comparable to that achieved by traditional teaching
approaches and can even improve it. The traditional methods were found to be significantly better
achievement for fact-based information. When students learn skills rather than reality, discovery
learning improves student achievement. According to researches, students learning with the
overlearning method were better at transferring what they had learned than those who learned the
concept through discovery learning. Discovery learning does not work well with rote memorization
Educators think that discovery learning will not cover the course content, require too much
preparation and learning time or class sizes are too big or too small to permit the strategy’s use
(Castronova, A., 2002).

What educational theories support the discovery learning model?

Discovery learning is based on theories developed by John Dewey, Jean Piaget, and Lev
Vygotsky. Learning is defined as active, process-based, and collaborative in all of these theories.
John Dewey an influential philosopher, psychologist and educational thinker, published his book o
Democracy and Education: An Introduction to the Philosophy of Education in 1916 emphasised th
importance of inquiry as an instructional approach and has become associated with the discovery
learning and child-centred, progressive teaching approaches. He is often considered as the father
constructivism. He believed that learning is a social, communal process requiring students to
construct their own understanding based on personal experience (Stobie, T., 2020).
In his book "In to Understand is to Invent" (1973), Jean Piaget wrote that understanding com
from discovery. Central to Piaget's cognitive theory is the student. Student centred education that
focused on individual instruction and an active method of discovery is what Piaget challenged
educators to do. Piaget described the role of a teacher as a facilitator and guide that could stimula
thinking. The role of the teacher is no less important in a student centred classroom, it takes on a
different purpose. Knowledge transference and group assessment is replaced with individual
assessment based on developmental appropriate methods and creating an environment of inquiry
and collaboration. This type of environment allows students to learn from making mistakes as
opposed to being penalized for them (The Future of Education, 2021).
The effect of cultural and social influences on cognitive growth, especially the interaction of
children with other people, was emphasized by Lev Vygotsky. Like Piaget, Vygotsky believes that
young children are curious and actively involved in their own learning and the discovery and
development of new understandings/schema. However, Vygotsky placed more emphasis on socia
contributions to the process of development, whereas Piaget emphasized self-initiated discovery
(Mcleod, S., 2020).
What is the most important thing you discovered about discovery learning?

Learning entails constantly finding answers and ideas rather than passively processing what
has been said or read. Learners are encouraged to draw on previous experiences and
understanding, use their intuition, imagination, and ingenuity, and look for new information in order
uncover reality, connections, and new truths, according to the discovery learning theory. Most
important thing I think that failure in discovery learning is seen as a positive circumstance because
this situation will more encourage students to try again.

How can you apply this method to your future classroom?

Students are solving mathematical operations by drawing on previous knowledge. I will

engage my students in math talks. Instead of solving equations on the board, and giving students
the answer, I am going to have them talk through their process as they solve mathematical
operations. I can try to inspire them with some stories of the great achievements that have come
from mathematics. The autonomy of discovery learning allows your students to progress only whe
ready. I believe that this keeps them encouraged.
I can also use discovery learning for my math club. The intuitive understanding of what numb
are, how they function, and what you can do with them is known as number sense. Students will s
how number composition functions and gain the fluidity they need to master basic mathematics
through learning by exploration. I believe that earning through discovery and experimentation is
essential for developing your students’ curiosity in mathematics, as well as building a solid
foundation for future math endeavors.

Part 2. ADDITIONAL CHAPTERS

 Select one of the following chapters to conduct research: Chapter 2, 3, 5 or 12. Revie
the chapter and respond to related questions for that chapter by conducting your ow
research.

Chapter 2- Teaching Diverse Students

1. Teaching all students. Remember that a teacher’s job is to teach all students and assume an
attitude that all students can learn. Research techniques and strategies that can be used to
accomplish this task. Sources of information include the library, the Internet, current journals, and
recent books.

Teachers who are effective must learn to predict, meet, and manage a wide range of academ
and social needs in their students. To optimize student learning, teachers must now build culturall
responsive learning groups, foster positive teacher-student-parent relationships, create lessons th
inspire all students to learn, and incorporate those lessons using differentiated instructional
strategies.
Educators must be aware of the changes that are occurring in our classrooms and must
prepare ahead of time to meet the needs of a variety of students because in our classrooms, more
foreign languages are being spoken. All students must be held to high yet reasonable standards b
their teachers. Instructional plans must be modified for students with sped and GT students.
Teachers must improve their communication and listening skills in order to interact effectively with
students and parents from various cultures. Since students are not all alike, a one-size-fits-all
approach to teaching is no longer appropriate in today's classrooms. Educators must be aware of
and accommodate students' learning styles, and teaching should be tailored to their needs. Also,
teachers should need to focus instruction on Gardner’s eight areas of intelligence (Moore, D., 2015

2. Intelligence profile. Evaluate your own intelligence profile according to Gardner. In what frame
of mind (intelligence areas) do you come out strongest?

Humans have eight intelligences, according to Gardner: linguistic, logical-mathematical, spat

bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences.
Students who in linguistic/verbal areas of intelligence learn through reading, writing, and
speaking. Students who in logical-mathematical areas of intelligence enjoy numbers, logic, and
problem solving. Students who in visual/spatial areas of intelligence use charts, graphs, and visua
representations. Students who in bodily kinesthetic areas of intelligence enjoy physical activities.
Students who in musical areas of intelligence learn through songs and rhythms. Students who in
interpersonal areas of intelligence ponder their feelings and ideas. Students who in intrapersonal
areas of intelligence enjoy interacting with others. Students who in naturalist areas of intelligence a
in tune with nature.
I have ability to use mathematics and numbers, also sensitivity to and capacity to discern
logical and numerical patterns; ability to handle long chains of reasoning. I use activities releated t
problem solving, mental calculations, classification, number games, critical thinking, and solve
puzzle, etc. in my classes. My own intelligence outcome is that I am in logical-mathematical areas
intelligence (Moore, D., 2015).

Chapter 3- Managing Classroom Environment

 
1. Discipline approaches. Analyze the three approaches to classroom management. Which
approach, if any, do you prefer? Can you put together parts of the different approaches and come
with an eclectic approach that you think would work for you? Can you identify some basic concept
that appear to be true of all three approaches?

2.   Causes of misbehavior. Think back over the classes you have attended in which there have
been disciplinary incidents. List the possible causes for any such misbehavior. How might knowled
of the causes of these incidents influence a teacher’s actions? Some behavior problems are teach
created and some are student centered. Can you think of examples?

Chapter 5- Using Classroom Technology

1. How does technology enhance the teacher’s 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 too
that will assist you in planning. Share your findings with your class.
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?

Chapter 12- Teaching Effective Thinking Strategies

1. Teaching methods. What teaching methods and procedures can be used to improve students’
critical thinking abilities? Creative thinking abilities?
2.  Thinking. What type of thinking is emphasized in most schools? Is critical thinking rewarded?
Creative thinking? Is school success based on students’ ability to think critically? Creatively?
3.  The environment. What type of classroom environment would be conducive to developing crit
thinking? Creative thinking? What problems can you foresee in establishing this environment?

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 sourc
in APA style.

References:
Castillo, K. (n.d.). [Pdf] discovery learning vs. traditional instruction 1 running head: Discovery learning vs.
traditional instruction discovery learning vs traditional instruction in the secondary science classroom;
the role of guided inquiry discovery learning vs. traditional instruction: Semantic scholar. Retrieved
April 12, 2021, from https://www.semanticscholar.org/paper/Discovery-Learning-vs.-Traditional-
Instruction-1-Vs-Castillo/c4c56f9e7215daadedfc162861f5f9015719881f#related-papers
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. Retriev
from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.594.6363&rep=rep1&type=pdf
Mcleod, S. (2020). Lev Vygotsky's Sociocultural Theory. Retrieved April 13, 2021, from
https://www.simplypsychology.org/vygotsky.html#:~:text=Like%20Piaget%2C%20Vygotsky
%20believes%20that,development%20of%20new%20understandings%2Fschema.&text=According
%20to%20Vygotsky%20(1978)%2C,interaction%20with%20a%20skillful%20tutor.
Moore, K. D. (2015). Effective instructional strategies: From theory to practice (Fourth ed.). Thousand Oak
CA: SAGE Publication.
Stobie, T. (2020, March 10). Reflections on John Dewey's 'Democracy and education'. Retrieved April 13,
2021, from https://blog.cambridgeinternational.org/reflections-on-the-100th-year-anniversary-of-john-
deweys-democracy-and-education/
To understand is to invent. (n.d.). Retrieved April 13, 2021, from
http://etec512piagetconstructingknowledge.weebly.com/to-understand-is-to-invent.html
Yerizon, Y., Putra, A. A., & Subhan, M. (2018). Mathematics learning Instructional development based on
Discovery learning for students with intrapersonal and INTERPERSONAL Intelligence (Preliminary
RESEARCH STAGE). International Electronic Journal of Mathematics Education, 13(3).
doi:10.12973/iejme/2701