Chapter 2
Literature Review (Theoretical Framework)
According to Shuttleworth (2009) “a literature review is a critical and in depth evaluation of previous research. It is a summary and synopsis of a particular area of research, allowing anybody reading the paper to establish why you are pursuing this particular research program. A good literature review expands upon the reasons behind selecting a particular research question.
In this literature review, the data will be presented using the independent and the dependent variables. The independent variables will be the Guided Discovery Approach, while the dependent variable will be Students’ Performance in Science. INDEPENDENT VARIABLE
Guided Discovery:
According to Dewey (1992) and Piaget
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Exploring and problem solving to create, integrate, and generalize knowledge,
2. Students 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.
The first attribute of Discovery Learning is a very important one. “Through problem solving and exploring, students take on an active role to create, integrate, and generalize knowledge. Instead of receiving information through lecture or drill and practice, students create broader application for skills through activities that encourage critical thinking, experiences and problem solving.” (Bicknell- Holmes & Hoffman, 2000). “The roles of students and teacher changes in the discovery learning however it is still difficult for many teachers to accept” (Hooks, 1994).
Dewey (1997) describes learning as “actions where knowledge and ideas materialize as learners interact with other learners in an environment by doing this they build their knowledge by drawing meaningful conclusions from past experiences that is important.” According to Berding (2000) “children were motivated to actively learn and that education only served to make more learning possible. He believed that mental development was achieved through social interaction.” Piaget (1973) postulated that “from discovery comes understanding and without understanding there will be no creativity hence the individual is caught in
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In the view of constructivist, educators view constructivism as a learning theory. Learners create knowledge based on what they already understand as they make connections between new and old information. Students' prior knowledge, ideas, and experiences interact with new experiences and their interpretations of the environment around them. According to Savery & Duffy (1995) “learning how to use constructivist theories involves interactions between the content, the context, the goals of the learner and the activity of the learner.”
” Research on guided discovery learning and pure discovery learning demonstrates that students employing in guided discovery learning activities outperform students in pure discovery curricula” (Shulman & Keisler (1966), Kittel (1957), and Mayer (2004)). Constructivism is a theory of learning in which learners build knowledge in their working memory by engaging in appropriate cognitive processing of mental representations during learning.
According to Mayer
In addition to Dweck’s article, you can further explore a similar idea in an article by author 's Michael Ford and Michael Opitz, called "Helping Young Children Discover The Joy Of Learning", In her article, Dweck states "It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks." (Dweck 2). Dweck argues that intelligence is developed and the more you apply yourself, the more you will achieve success. This argument is extended in an article by Michael Ford and Michael Opitz article "Helping Young Children Discover The Joy Of Learning" which they claim that "The theoretical foundation for joyful learning involves exploration of current thinking about motivation and engagement"(Ford, Opitz 2).
PRFT 730 Candidacy-Level Assessment Presented to DMIN Sub-committee Graduate School of Theology and Ministry Oral Roberts University In Partial Fulfillment of the Requirements for the Course By L. Lawrence Brandon March 25, 2018 Theoretical Construct Constructivism is a theory based on observation and scientific study concerning the concept behind how people learn. People that seek to become a part of a faith community are seeking out a place to construct their own understanding and knowledge of God, through experiencing things and reflecting on those experiences in their individual faith journey. When we encounter something new in any religious communal setting, we have to resolve it with our previous concepts
The literature review is where the most of the sources of the dissertation are cited; it is the scholarly dissertation’s core. Hence, current research studies
There is an old Chinese proverb that says “ Tell me, and I’ll forget. Show me and I may remember. But involve me, and I will understand.” This is a philosophy I’ve held with me for most of my life. The premise of this quote is that teachers must engage their students so that the students can fully discover, process and apply the information they are being taught.
A literature review is a summary of the argument in a research paper. A literature review is used to see what has or has not been investigated, to put the work in a perspective and provide evidence to support work. 4. How does deductive logic differ from inductive logic? a.
In all learning aspects of my life, I live by the principle that the exchange of knowledge insinuates a mutual growth. As people assist each other in developing personal experiences, they both growth in the
This diversity can be a challenge; covering the breadth of knowledge necessary within the given time constraints (Stephen P Day, Scottish Education). This can lead to a propensity for lecture like lesson plans which emphasise content rather than process. This fails to convey the kind of hypothesis based enquiry which is so key to every aspect of science as a whole, and ultimately diminishes learning outcomes (Armbruster et al 2009). “By placing students at the centre of instruction, this approach shifts the focus from teaching to learning and promotes a learning environment more amenable to the metacognitive development necessary for the students to become independent and cr Therefore in order to help children develop their ideas and conceptual understandings it is essential to provide opportunities to make links between their own ideas and other alternatives (Russell & Watt, 1992).
Granger talks to Montag about how that people need to be curious in order to learn. You can’t force people to learn. “But you can’t make people listen. They have to come round in their own time, wondering what happened and why the world blew up around them” (146).This shows that people need to be curious to learn. If they are not willing to learn or what to learn they’ll just go through life ignorant about the world around them.
When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant (www.learning-theories.com/constructivism).”
The first topic of my theory is that children construct their own knowledge. Which means they speak to themselves and make their own plans throughout a lesson. Or for preschoolers, they are learning from their skills and exploring the idea of them. Learning from their skills ad exploring ideas of them could be from the games they play as little kids throughout their preschool career.
(Henriques 2002). One of the reasons for misconception is from informal play during early years where later can cause misconceptions when the children learn about physics (Allen 2014). Also, when several misconceptions gather within a child’s head that link with one another and makes sense to the child this results in the child thinking that it is the correct answer because each misconception supports the other. (Allen, 2014) Constructivism is where information is not just processed but instead an individual will look for existing constructions and look at where the new
Constructivism Constructivism as a prototype posits that learning is an active constructive process.
Mission and Vision The Discovery Center for Evaluation, Research, and Professional Learning, located at Miami University, serves as Ohio’s only comprehensive Center for research, evaluation, and professional learning in S.T.E.M. fields. The Discovery Center has the mission to provide comprehensive, high-quality research, evaluation, assessment, and professional development services, to improve teaching and learning outcomes for all learners. By increasing S.T.E.M. learning outcomes a culture of scientific curiosity can be fostered.
Learning Theory and The Role It Plays in Education Introduction Learning theories are used every day in classrooms all over America, educational theorist Lev Vygotsky, Jean Piaget, Benjamin Bloom and Jerome Bruner introduced constructivism and social constructivism theories (cognitive development, social development, and developmental). The theories developed by Vygotsky, Piaget, Bloom, and Bruner share similarities and differences, and throughout the years have been compared for educational discoveries. Learning theories are extremely important for educators, because learning is an active process. Theorist/Theory #1 Lev Vygotsky and the Zone of Proximal Development (ZDP), is the belief that students learn from adults who are more advanced
Synthesize of research work 5. generating literature assessment A literature review is defined as a report carrying evaluative data/information abstracted from the related piece of literature with respect to selected field of study. The literature review describes, encapsulated, assess and explain the information on the basis of theoretical research ground