DISCOVERY LEARNING

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. 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). Models that are based upon discovery learning model include guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.

Proponents of this theory believe that discovery learning has many advantages, including:
• encourages active engagement
• promotes motivation
• promotes autonomy, responsibility, independence
• the development of creativity and problem solving skills.
• a tailored learning experience

Typically, the educational goals of discovery learning include promoting a “deep” understanding, developing meta-cognitive skills, and encouraging a high level of student engagement. According to Nadira Saab, et al., discovery learning is a process of inductive inquiry where learners conducting experiments, a theory which closely resembles the scientific process. First, learners identify variables, collect data, and interpret data. Then learners generate hypotheses in order to better describe and understand relationships between concepts. Finally, the continuous cyclical process of learning requires learners to interpret the data, reject hypotheses, and make conclusions about information.

Similarly, Faye Borthick and Donald Jones suggest, “In discovery learning, participants learn to recognize a problem, characterize what a solution would look like, search for relevant information, develop a solution strategy, and execute the chosen strategy.” While Tracy Bicknell-Holmes and Paul Hoffman explain that discovery learning has three main characteristics are exploration and problem-solving, student-centered activities based on student interest, and scaffolding new information into students’ funds of knowledge.

Joyce Castronova identifies five characteristics of discovery learning that differentiates it from traditional learning models. First, learning is active and students must participate in hands-on and problem-solving activities rather than knowledge transfer. Secondly, Castronova suggests that discovery learning emphasizes the process instead of the end product, thus encouraging mastery and application. Thirdly, the lessons learned from failure within this model of instruction encourage the student to continue to search for solutions. Castronova also suggests that feedback is an essential part of the learning process and that collaboration and discussion allows students to develop deeper understandings. Finally, discovery learning satisfies natural human curiosity and promotes individual interests.

As a conclusion, discovery learning has difference concept depends on the individuals. Every people have their own way how to understand about the discovery learning. Besides that, this concept also has weakness like it may be overwhelming for learners who need more structure, may allow for possible misunderstanding and may prevent teachers from gauging whether students are having problems.

RUJUKAN
Heather Coffey (2009). Discovery learning. Diperoleh pada Februari 10, 2011
daripada
http://www.learnnc.org/lp/pages/5352.

Learning Theories (2008). Discovery learning (Bruner). Diperoleh pada Februari 26,
2011 daripada
http://www.learning-theories.com/discovery-learning-bruner-html.