12/01/2008
Chapter 7 Constructivism / Discovery Learning

What is Discovery Learning?
An approach to instruction in which students derive their own knowledge about a topic through first hand interaction with the environment.
Randomly exploring and manipulating objects
Performing systematic laboratory experiments
Can be incorporated into other forms of instruction
PROS
#1: In overall academic achievement discovery learning is not necessarily better or worse than expository approaches to instruction
Research yields mixed results
#2: In higher level thinking skills discovery learning is sometimes preferable for fostering transfer, problem solving, creativity and self regulated learning
#3: In motivational and affective benefits there is often a more positive attitude toward teachers and schoolwork than in traditional instruction.

CONS
#1: Students don’t always have metacognitive skills to effectively direct their explorations and monitor their findings
Students sometimes construct incorrect understanding from discovery activities
#2: They may misinterpret or distort the evidence they gather in an experiment, possibly finding support for existing misconceptions
#3: Often takes considerably more time the expository instruction
Teacher may feel torn between providing discovery experiences and covering all the topics in the mandated curriculum

Guidelines to make Discovery learning effective
#1: Provide some structure to guide students discovery activities
#2: Make sure students have the knowledge they need to interpret their findings appropriately


In theater education, discovery learning is often the main teaching strategy. While preparing for a performance, the student researches the character he/she will be portraying, the time period in which the action occurs, period costumes choices that determine body movements, etc – anything that affect how role will be portrayed. From this background information, the student than explores how to make the character come to life in relation to the action and interaction that occurs in the play. A skilled teacher will allow that exploration to happen, gently guiding to actor to discover information from the text and subtext to develop the character. Even with the guidance from a director or instructor and the research information ultimately it is up to the actor to find ways to make the role his own.