Discovery learning is a method of inquiry-based instruction. Discovery learning believes that it is best for learners to discover facts and relationships for themselves. There are varying definitions of what discovery learning is. A review of the literature suggests that discovery learning occurs whenever the learner is not provided with the target information or conceptual understanding and must find it independently and with only the provided materials. Within discovery-learning methods, there is an opportunity to provide the learners with intensive, or conversely, minimal guidance (Prem Lata 2005) and both types can take many forms (e.g., manuals, simulations, feedback, example problems).
Classes where students have opportunities to communicate with each other help students effectively construct their knowledge (Brooks, 1993). So, learning is an interactive process in which the learner develops his or her own understanding by assembling facts, experiences, and practices. In addition, interaction is closely linked to successful learning as interacting with others can help students clarify the concepts, improve problem-solving, and enhance retention. Furthermore, increasing students’ opportunity to talk with one another and discuss their ideas increases their ability and to argue their opinions persuasively and respectfully (Weber et. al., 2008).
Teachers. They play a vital role in the development of the whole personality of the child. This study may help the teachers improve students’ retention of the concepts that may lead to an increase in the learners’ performance in Science by considering the learning environment and the teaching strategies that will facilitate directing student’s attention and perception of the incoming new information . In addition, teachers can make suggestions to students to activate working memory and give tips or ways to store information in the long-term
One has to build on prior knowledge for learning to be meaningful and effective. My position on the activities of educating and instructing is that these need to be applicable and well thought out so that the learners can relate and engage fully. The teaching and learning has to meet and accommodate the specific needs of the different learners because when it is related and holistic, the learners can find meaning in the activities that they do. The teacher, therefore, needs to consolidate the teaching and learning process. The process of teaching and learning has the same value as the product, therefore how the children learn has the same significance as what they learn.
There are many ways of comprehending information to further one 's education in life. Students can be in study groups that meet at various areas; such as a house, restaurant, or even the library. Students need to learn new skills, tasks, and the ability to stay up with current situations. But, no one learns the same way as others. Classification of learning styles that can help students strategize study time and get the best results without causing stress or headaches, there are four types of learning.
I would prefer to ‘think’ about it, ‘feel’ it if there’s a chance and then make an attempt to ‘do’ it. I have always learnt better when the theories are explained along with their practical associations. I learn best when application of those concepts can be experienced with getting my hands dirty. Practical application of concepts and Hands-on experience of the same (when possible) were always crucial in the process of my learning and I believe this is the way which will take me forward in life. My learning model is to explore and experiment through the following processes that I am or wish to be a part of: • Academic
Such new advances in technology make it incredibly easy for students to collaborate across the curriculum. The social construction of understanding can be assisted and amplified with communicative tools. In addition, learner to learner construction of understanding does not have to happen within the confines of one classroom, internet communications and
The students works individually based on their own interpretation of the problem and concepts they acquired. This phase permitted students to discover answers and explore different solution methods. With this, student developed creativity in problem solving. As what Riki Goldman-Segall (in Dzakiria, 2004.) remarked, knowledge are deconstructions, reconstructions, and co-constructions that emerge as a result of the interaction between what is already known and what is yet to be known again, in a new form.
During such lessons, concepts are organized in a hierarchical manner, and are linked to show the relationship between the concepts, thereby making learning meaningful through logical interpretation of individual experiences (Okoye, Momoh, Aigbomian,& Okecha, 2014). Learning is known to take place not only through observation alone but also through organization, structuring and reconstructing of concepts (Okebukola, 2002 & Okoye, 2002). If a group of students are able to produce a good concept mapping at the end of lessons, then one can safely conclude that some meaningful learning has occurred (Otor, 2013). This study will determine the better instructional strategy
First of all, it is the growing understanding of children’s early thinking and learning. Since Science aids sequential learning, children develop certain skills and attitudes for learning. They realized that they need to use scientific information to make choices that arise on a daily basis, and need to involve themselves in debates about important issues that are related to science and technology. This early science exploration can be a rich context, why? Because children can use and develop other important skills, including working well with one another, having the basic control over both their small and large motor skills, language and early mathematical understanding.