Discovery Learning denotes a general instructional approach that represents the

first broad development of constructivist learning for school-based learning

environments. Bruner (1961) derived discovery learning from contemporary studies

in cognitive psychology and stimulated the development of more specific

instructional methods. Bruner (1960) contended that mastery of a field did not

depend solely on grasping general principles, but also on developing positive

attitudes to solving problems using one’s own actions so that one can achieve a

sense of satisfaction from one’s discoveries. The most important defining

characteristic of discovery learning is that learners must generate units and

structures of abstract knowledge (like concepts and rules) using their own

inductive reasoning about non-abstracted learning materials (Holland et al., 1986).

In discovery learning students interact with the world by exploring and

manipulating objects, wrestling with questions and controversies, and by

experimenting (EDTK 2030, Unit 2, p. 41).

Pairing Discovery Learning with ICT-mediated instruction often makes use of

authentic learning tasks as vehicles for conveying instruction. An authentic

learning task is based on real-life situations that integrate certain skills,

knowledge and attitudes that are anticipated in the curriculum (EDTK 2030, Unit

2, 42). Discovery learning theory formulated by Bruner (1960), placed emphasis on

learners’ activities as they sought to resolve contradictions and discrepancies in

their existing knowledge base.

In this lesson, the students will be given opportunities to explain what fingerprints

are, explore their fingerprint patterns and those of their peers, problem solve by

discovering the type of fingerprint pattern they have and finding their own

fingerprint pattern from among a pile, and create their own fingerprint

impressions. All these activities will be done to provide the students with a sense

of satisfaction from their own discoveries.

This Science lesson on fingerprint patterns caters for students of Grade 3, ages

7-8. At the beginning of the lesson the teacher will have them complete a KWL

Chart that will be projected on the interactive whiteboard. The students will

share orally what they know about fingerprints and the teacher will record their

responses as they are given for the ‘K’ column of the chart to be filled in. After

which, the teacher will engage them in more discussions about what they want to

learn about fingerprints for the ‘W’ column of the chart to be filled in. Next, they

will view a video that will be shown on the interactive whiteboard about the

different types of patterns of fingerprints (loop, arch, whorl). After they have

watched the video and engage in more discussions, they will open their BrainPOP

assignments and complete the activity based on what they learnt from the video.

Finally, they will get the opportunity to create and explore their own fingerprints

with index cards and black ink pads, so they are able to identify the type of

fingerprint pattern they have.

Throughout this lesson formative assessments will be conducted by the teacher.

The students will be observed and asked questions during discussions. Also, while
they are exploring and experimenting the teacher will engage them through

discussions to gauge their learning. They will also complete an activity sheet after

viewing the video. Evaluations about their discussions, explorations, assignment,

and experiments will be recorded so that immediate commendations and feedback

are provided to them. The teacher will also monitor and provide guidance to those

students who need assistance while completing their activity sheet on BrainPOP

and making their fingerprints impressions with the black ink and index cards.

Furthermore, this lesson will allow for students to discover their own fingerprints

patterns through experimentation, so they can compare with their peers’ patterns.

In recognizing these differences, they will be able to explain some ways in which

fingerprints patterns are used in our daily lives.

References:

Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University

Press.

Bruner, J. S. (1961). The act of discovery. Harvard educational Review, 31, 21-32.
Holland, J. H., Holyoak, K. J., Nisbett, R. E., & Thagard, P. R. (1986). Induction.

Processes of inference, learning, and discovery. Cambridge: MIT Press.

UWIOC.(2021).Learning Theories that Guide ICT-Mediated Learning. [PDF

document]. Retrieved from Lecture Noted Online Website

EDTK2030_Unit 2_Learning Theories that guide ICT.pdf (uwi.edu)

The Lesson Plan link:

https://educators.brainpop.com/lesson-plan/fingerprint-lesson-plan-identify-

your-fingerprint-patterns/

Hi Sherry-Ann,

Your choice of topic for Discovery Learning is commendable. Discovery Learning

theory formulated by Bruner (1960), placed emphasis on learners’ activities as they

sought to resolve contradictions and discrepancies in their existing knowledge

base. In this lesson for example the students will have multiple opportunities to

discover, inquire, and make connections. In Discovery Learning students interact

with the world by exploring and manipulating objects, wrestling with questions and

controversies, and by experimenting (EDTK 2030, Unit 2, p. 41).

The activities of this lesson are also student-centered which encourage students

to be more responsible for their learning. When students are active participants in

their learning, they feel a sense of satisfaction. Student-centered learning is

effective for every member of the classroom because it considers their diverse

learning needs and greatly increases their retention of both knowledge and skills.

This lesson provides for many opportunities for the students to be responsible for

what they learn whether it be knowledge or skilled based.

Furthermore, the incorporation of ICT tools into the lesson has many benefits

which include but are not limited to motivating the learning, promoting inclusion and

higher order thinking skills, and encouraging collaboration. ICT has invaded and

transformed many aspects of our lives to the extent that we live in an environment

that is dominated by technology, (Semenov, 2005). No matter how we perceive its

presence, there is no denying that it is an important part of our lives and that it is

here to stay.

References:

Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University

Press.

UWIOC.(2021).Learning Theories that Guide ICT-Mediated Learning. [PDF

document]. Retrieved from Lecture Noted Online Website

EDTK2030_Unit 2_Learning Theories that guide ICT.pdf (uwi.edu)

Semenov, A. (2005). The Quality of the Computerization of School

Education. Voprosy obrazovaniya / Educational Studies Moscow, National Research

University Higher School of Economics, issue 3, pages 248-270.

Hello O’nella,

The lesson you selected is a good example of Discovery Learning. Discovery

Learning is a learning method that encourages students to ask questions and

formulate their own tentative answers, and to deduce general principles from

practical examples or experiences. In this lesson the students will get the

opportunity to formulate their own thinking while watching the videos and

experimenting which will provide an authentic experience for them. Furthermore,

this lesson provides a learning situation in which the principal content of what is to

be learned is not given but independently discovered by the students. In addition,

the activities require that the students participate in making many of the decisions

about what, how, and when something is to be learned and even play a major role in

making such decisions. Instead of being told the content by the teacher, they will

explore examples and from them discover the principles or concepts, which are to

be learned. Balim (2009) posits that Discovery Learning has many positive effects

on Students’ Success and Inquiry Learning Skills.

ICT integration in education generally means technology-based teaching and

learning processes that closely relate to the utilization of learning technologies in

schools. Since students are familiar with technology, and they will learn better

within technology-based environment incorporating it into this lesson was vital.

The use of technology in education contributes a lot in the pedagogical aspects in

which the application of ICT will lead to effective learning with the help and

support from ICT elements and components (Jamieson-Procter et al., 2013). In

addition, ICT provides the help and complementary support for both teachers and

students where it involves effective learning with the help of the computers to

serve the purpose of learning aids (Jorge et al., 2003). Computers and technology

does not acts as a replacing tools for quality teachers but instead they are

considered as an add-on supplements needed for the better teaching and learning.

References:

Balim, A. G. (2009). The Effect of Discovery Learning on Students’ Success and

Inquiry Learning Skills. Eurasian Journal of Education Research. Issue 35, Spring

2009 1-20. Retrieved from

https://www.google.co.id/#q=The+Effect+of+Discovery+ Learning+on+Students

%E2%80%99+Success+and+Inquiry+Learning+Skills.
Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., &

Grimbeek, P. (2013). Development of the TTF TPACK Survey Instrument.

Australian Educational Computing, 27(3),26-35.

Jorge, C. M. H., Gutiérrez, E. R., García, E.G., Jorge M. C. A., & Díaz, M. B. (2003).

Use of the ICTs and the perception of e-learning among university students: A

differential perspective according to gender and degree year group. Interactive

Educational Multimedia, 7, 13-28.

Hi Atika,

Thanks for taking the time to read and comment on my post. Cooperative learning

is a teaching practice that breaks students into groups of 3-4 with each student

having a particular role within the group (Johnson-Johnson, 1999). Although many

students cringe and groan when told that they will need to work in a group this

type of technique has been found to be good for students and teachers alike. I do

agree that this technique could have been implemented to make the teacher’s task

of observation easier. Moreover, positive group experiences, have been shown to

contribute to student learning, retention, and overall school success. Additionally,

cooperative learning improves social interaction, enhances transfer of ideas, and

develop group leadership skills. Using cooperative learning is more advantageous

than individual learning, if used correctly (Johnson-Johnson, 1999, 2009).

References:

Johnson, D. W., Johnson, R. T. (1999). Making Cooperative Learning Work. Theory

into Practice, 38(2), 67-73.

Johnson, D. W., Johnson, R. T. (2009). An Educational Psychology Success Story:

Social Interdependence Theory and Cooperative Learning. Educational Researcher.

38(5), 365-379.

Hi Anthia,

Thanks for taking the time to read and comment on my post. I appreciate your

feedback and welcome your insight. We both agree that Discovery Learning is

beneficial and several ways. In Discovery Learning students interact with the

world by exploring and manipulating objects, wrestling with questions and

controversies, and by experimenting (EDTK 2030, Unit 2, p. 41). Discovery learning

is a suitable teaching method in the 21 st century. Students must be active learners

and this method does not only enhance them academically but also make them have

a good attitude. Moreover, the students are enthusiastic while learning through

discovery learning as this method continuously help them in building their

characters too. Again, thanks for your insightfulness.

UWIOC.(2021).Learning Theories that Guide ICT-Mediated Learning. [PDF

document]. Retrieved from Lecture Noted Online Website

EDTK2030_Unit 2_Learning Theories that guide ICT.pdf (uwi.edu)