Discovery Learning, Still Not Convinced?

For the last four weeks, my blog has explored discovery learning, through researching I have found that guided discovery learning is better than pure discovery learning (see blog 5). However, research suggests that pure discovery learning can work for young children (see blog 4) and Finnish schools have integrated this to the extent that children do not start formal education until they are aged 8. Furthermore, guided discovery learning is easily implemented within the classroom with technology (see blog 6) and is effective for inclusive education (see blog 7). Discovery learning makes learning more engaging and creative, whilst increasing students’ intrinsic motivation (refer to blog 2 & Matt’s blog on intrinsic motivation) and personalising the learning experience allowing students to learn in a style and to a pace, which suits them. Guided discovery needs to be integrated into education for all ages.

Discovery leaning can easily be applied within education with interactive whiteboards, however, currently they are not used to their full potential and are used similarly to an ordinary whiteboard with the teacher demonstrating and students watching. Students should use the whiteboards to interact with the work they are doing individually or in groups. Furthermore, students can use interactive software and online educational activities, allowing students to work without them realising they are learning. The internet aids students learning as it contains all the resources needed for students to complete work, but they have to find relevant information themselves and when they are stuck they can research what they need to do, reducing their cognitive load (refer to blog 6). However, the most important aspect of discovery learning is the students having a choice over what they are learning and how they go about reaching the final product/piece of work. Within discovery learning students are given the freedom to explore broad topic areas in the specific sections they are interested in and allowed to present the information in a way that they find suitable and creative. Teachers are there to guide students learning and give advice on where they can look to find the answers, but ultimately discovery learning is student centred with learning  following the course of students interests, this type of learning is easily integrated into education (See Kat’s blog 1 & 2 for more information on student centred learning).

Furthermore, younger children’s education should integrate more interactive toys to increase their problem solving skills that are transferable throughout their education. In addition, their education should be based around learning to be well-mannered, positive members of the community and develop their moral judgement (for more information see blog post 4).

Another way guided discovery learning can be utilized within education is the use of educational school trips that are interactive and engaging for the students. Some examples of places schools could go are the National Space Centre, the interactive Science Museum, Black Country Living Museum to learn about the Victorian era and the Tower of London for history purposes. These places all give students the opportunity to explore learning in the real world through participation and interaction, making learning more fun and creative. There are the obvious constraints of location, but there are many interactive educational places all around the UK (for more information on learning outside the classroom see Elton’s blog). Educational school trips allow experts in various fields to provide new information in an engaging way, and become the guidance for students in their learning whilst students are also free to look around and explore finding new interests to spark their intrinsic motivation.

The interaction of discovery learning does not have to take place outside the classroom, many subjects offer opportunities for discovery learning. Science lessons can easily use discovery learning by providing students with set chemicals and equipment and seeing what experiments the students can find using said equipment and then the students can carry out their own experiments. Again, this allows the students to have creative choice over their work and engages them by permitting them to follow their interests. Similarly, within design technology students can be told the materials available to them, they can be left to explore the material before creating a project idea and researching how they can make their idea with the material provided. The above two suggestions apply discovery learning and with guidance from teachers can easily be carried out in a classroom setting.

One of the main criticisms of discovery learning is the cognitive load, where people feel overwhelmed when they do not believe they have the skills necessary to complete the task (see blog 6). This is why discovery learning needs to be guided, the basic skills can be taught to students before they participate in any activity requiring specific skills and the teacher is always on hand to help. A further criticism of discovery learning is that it is difficult for teachers to oversee if there are various different activities taking place at once, however, teachers should not be spoon-feeding students and should only be giving minimal guidance, whenever possible students should be left to explore different routes to try and find a solution by themselves. Another issue is school funding, some schools do not have the money or resources to take pupils on interactive trips or buy expensive interactive equipment, but discovery learning does not rely on this, it can still easily be implemented using the equipment, materials and technology the school already has. Each school should work to their budget and with the materials they already have to work towards a more student centred environment where students are free to follow their interests and develop a love for learning.

The main criticism of discovery learning is that it is difficult to test student’s progress, as they are not all completing the same standardised piece of work that can be used to compare their learning. Nevertheless, there are endless opportunities to test and document students learning within discovery learning, students can blog or write reflective essays about what they have discovered and learnt, they can produce creative writings based on the information they have explored or they can produce a step by step guide to what they have produced and how. These are all examples of pieces of academic work that can be used in conjunction with discovery learning to test students’ knowledge and understanding of what they have been exploring and learning. On the other hand, younger students with the help and guidance of teachers can create photo diaries with captions explaining what they have discovered and what skills they have developed.

To conclude, discovery learning is an engaging and creative way for students to learn through exploring and following their interests. Discovery learning has a lot benefits for students and helps develop many skills, most crucially being able to work independently to solve problems and applying that knowledge to new situations. Discovery learning is easy to implement into education and the main criticisms are easily overcome, so why is not it being used?