RESEARCH PAPER TEMPLATE

North American University

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

Name: Gurhan Ercelik Date: 17 April 2021

Instructional Project 3

Directions:

This is a research assignment. Use your textbook, web articles, and NAU library to conduct resea
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=
· After reading this article and conducting additional research, answer to the following
questions.
What is discovery learning?
Discovery learning encompasses an instructional model and strategies that focus on active, hand
on learning opportunities for students (Dewey, 1916/1997; Piaget, 1954, 1973). Bicknell-Holm
and Hoffman (2000) describe the three main attributes of discovery learning as 1) exploring and
problem solving to create, integrate, and generalize knowledge, 2) student driven, interest-based
activities in which the student determines the sequence and frequency, and 3) activities to
encourage integration of new knowledge into the learner’s existing knowledge base.

Through exploring and problem solving, students take on an active role to create, integrate, and
generalize knowledge. (Castronova, 2002)

Instead of engaging in passively accepting information through lecture or drill and practice,
students establish broader applications for skills through activities that encourage risk-taking,
problem solving, and an exa mination of unique experiences (Bicknell-Holmes & Hoffman, 200
In this attribute, students rather than the teacher drive the learning. Expression of this attribute o
discovery learning essentially changes the roles of students and teachers and is a radical change
difficult for many teachers to accept (Hooks, 1994).

”Discovery learning," in which children, given experimental materials such as springs and pulle
marbles and ramps, are expected to "discover" scientific principles on their own.. (Rachel Adels
2004)
How does this form of teaching compare to traditional, teacher-centered instruction?

• The five major differences between discovery learning and traditional learning are (Bonw
1998; Mosca & Howard 1997; Papert, 2000):
ß Learningisactiveratherthanpassive
ß Learningisprocess-basedratherthanfact-based
• ß Failure is important
ß Feedbackisnecessary
ß Understandingisdeeper
Discovery learning can be facilitated through various strategies, or architectures, in the
classroom.

Klahr saw three main reasons to challenge discovery learning. First, most of what students,
teachers and scientists know about science was taught, not discovered, he says. Second, teacher
centered methods (in which teachers actively teach, as opposed to observe or facilitate) for dire
instruction have been very effective for procedures that are typically harder for students to disco
on their own, such as algebra and computer programming. Third, he adds, only vague theory
backed the predicted superiority of discovery methods--and what there is clashes with data on
learning and memory. For example, discovery learning can include mixed or missing feedback,
encoding errors, causal misattributions and more, which could actually cause frustration and set
learner back, says Klahr. (David Klahr, 2004)
What educational theories support the discovery learning model?

• John Dewey (1916/1997), Jean Piaget (1954, 1973), and Lev Vygotsky (Rice & Wilson,
1999) all developed theories that serve as the foundation to discovery learning. All of the
theories describe learning as active, process-based, and collaborative. (Castronova, 2002
• Modern discovery learning approaches relate to constructivist theory and therefore Brun
considered a father of discovery learning by many authors. E.g. in the Encyclopedia of
Educational technology one can find the following quote from Bruner “"Emphasis on
discovery in learning has precisely the effect on the learner of leading him to be a
constructionist, to organize what he is encountering in a manner not only designed to
discover regularity and relatedness, but also to avoid the kind of information drift that fai
to keep account of the uses to which information might have to be put."”(Bruner, 1962).

What is the most important thing you discovered about discovery learning?
Discovery learning brings about some new type of learner that the current society needs. The technology pl
an important role on the implementation of discovery learning.

How can you apply this method to your future classroom?

There are several methods of discovery learning. I can apply one of them such as Incidental learning. Incid
learning, because of its game-like quality, can be motivational to students. Students often become interested
the topic of study and look for answers because they want to do the activity and must have the knowledge t
it. Many incidental activities are also suited to students being involved in the creation process; hence, addit
discovery opportunities result.

Part 2. ADDITIONAL CHAPTERS

· Select one of the following chapters to conduct research: Chapter 2, 3, 5 or 12. Revi
 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.

2. Intelligence profile. Evaluate your own intelligence profile according to Gardner. In what frame
of mind (intelligence areas) do you come out strongest?
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 com
up with an eclectic approach that you think would work for you? Can you identify some basic
concepts that appear to be true of all three approaches?
The Self-Discipline Approach
The self-discipline approach is built on the premise that students can be
trusted to evaluate and change their actions so that their behaviors are
beneficial and appropriate to themselves and to the class as a whole.
The Instructional Approach
The premise that forms the basis for the instructional approach to
classroom management is that well-planned and well-implemented
instruction will prevent most classroom problems.
The Desist Approach
The desist approach to classroom management gives the teacher full
responsibility for regulating the classroom. The teacher enforces a set of
specific rules to control student behavior in the classroom. Because the
desist approach models of classroom management give teachers power to
deal forcefully and quickly with misbehavior, they can be viewed as power
systems.

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 knowle
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?
Most of the students listens to the teacher however sometimes it is enough a few misbehaving students in a
class to change the whole environment in the class.
Some of the problems are teacher created, if the teacher for example can not give some specific instructions
about the classroom activities that causes some confusion in the minds of the students. Once I was not very
prepared for the class and I gave some ambiguous instructions about a class work that I wanted the students
do. This made the whole class very unrest and made me almost lose the class control.
Some of the problems are student centred problems. Some students may be very naughty and are not afraid
any type of sanctions and affects the classroom environment negatively. For example, in one of the classes
some students tried to set up the whole class against me to make impossible for me to conduct the lesson.
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 to
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?
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 cri
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:

• Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help Seeking a
Help Design in Interactive Learning Environments. Review of Educational Research,
73(7), 277-320.

• Borthick, A. Faye & Donald R. Jones (2000). The Motivation for Collaborative
Discovery Learning Online and Its Application in an Information Systems Assurance
Course, Issues in Accounting Education, 15

• Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard
University Press.

• Davidson, N. The Small-Group Discovery Method in Secondary- and College-Level

Mathematics, In N. Davidson (cd.) Cooperative Learning in Mathematics: A Handboo
for Teachers. Addison-Wesley (Menlo Park, Ca.). 1990.
•
Moore, K. (2015). Effective instructional strategies: From theory to practice (4th ed.)