RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN
Name:_Nasyikat Iusupova

Date: _2/28/2016_____

Instructional Project 3
Directions:
This is a research assignment. Use your textbook, web articles, and NAU library
to conduct research when writing this paper.
Use APA style references and in-text- citations. You need to use at least 3
different resources besides Castronova (2002), and Moore (2015).
Part 1. DISCOVERY LEARNING:
Download and read the following article:

Castronova, J. A. (2002). Discovery learning for the 21st century:

What is it and how does it compare to traditional learning in
effectiveness in the 21st century. Action Research Exchange, 1(1), 112. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf

After reading this article and conducting additional research, answer

to the following questions.

What is discovery learning?

Discovery learning is a technique of inquiry-based learning and is considered a constructivist based
approach to education. Psychologist and cognitive learning theorist Jerome Bruner (1967) first outlined the
principles of discovery learning in a book about how people construct knowledge based on prior
experiences. Similar learning theories were developed by Castronova, J. A (2002).
Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving
situations where the learner draws on his or on her own past experience and existing to discover facts and
relationships and new truth 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 likely to remember concepts and knowledge discovered on their own (in contrast to transmissionist
model). Models are based upon discovery learning model include: guided discovery, problem-based
learning, simulation-based learning, case-based learning, incidental learning, among others.
Bruner (1966), an advocate of discovery learning, put it this way: We teach a subject not to produce little
living libraries on that subject, but rather to get a student to think . . . for himself, to consider matters as a
historian does, to take part in the process of knowledge-getting. Knowing is a process, not a product
(1966, p. 72).

How does this form of teaching compare to traditional, teacher-centered

instruction?
Teacher-centered education:
In teacher-centered education, students put all of their focus on the teacher. The teacher talks, while the
students exclusively listen. During activities, students work alone, and collaboration is discouraged. Pros
are, when education is teacher-centered, the classroom remains orderly. Students are quiet, and the teacher
retains full control of the classroom and its activities. Because students learn on their own, they learn to be
independent and make their own decisions. Because the teacher directs all classroom activities, they dont
have to worry that students will miss an important topic. Cons are, when students work alone, they dont
learn to collaborate with other students, and communication skills may suffer. Teacher-centered instruction
can get boring for students. Their minds may wander, and they may miss important facts. Teacher-centered
instruction doesnt allow students to express themselves, ask questions and direct their own learning.
Traditional teaching is concerned with the teacher being the controller of the learning environment. Power
and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and
decision maker (in regards to curriculum content and specific outcomes). They regard students as having
'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the
teacher that causes learning to occur (Novak, 1998)
Discovery learning is not like traditional classroom learning. It consists of three main attributes. (Bicknell
Holmes & Hoffman, 2000): Through exploration and problem solving students create, integrate, and
generalize knowledge and student driven, interest-based activities which the student determines the
sequence and frequency. Activities to encourage integration of new knowledge into the learners existing
knowledge base.
There are five major differences between discovery learning and traditional learning are (Bonwell, 1998;
Mosca & Howards 1997; Papert, 2000): Learning is active rather than passive, learning is a process-based
rather than fact-based, failure is important, feedback is necessary, understanding is deeper.

What educational theories support the discovery learning model?

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 and a tailored
learning experience.
The constructivist theories of learning support the discovery learning model. For
instance, the work of Piaget and Vygotsky, who emphasized the social nature of learning
and both suggested the use of mixed ability learning groups to promote conceptual
change. It is been researched that children learn best the concepts that are in their zone of
proximal development. Vygotskys ideas emphasize that students should be given
complex, difficult, realistic tasks. All in all, the essence of the constructivist theory is the
idea that learners must individually discover and transform complex information if they
are to make it their own (Anderson, Greeno, Reder, & Simon, 2000).
What is the most important thing you discovered about discovery learning?
For me the most important thing that I discovered about discovery learning is reinventing.
Every learner should be provided an opportunity to reinvent. Discovery learning focuses
on helping every student to reinvent important concept in their mind. Rote memorization
and figuring out the right answer using blind techniques are not the way to develop
understanding. Many concepts in science are not intuitive, even though most people
believe in them. (Jawaharlal, D. M. 2011) Consider the example, why do all objects fall

at the same time? When I ask this question, rephrased "as which object, one heavy and
one light, will hit the ground first when dropped from the same height," some students
answer the question correctly and others incorrectly. Further probing indicates even the
students who answered correctly have no real understanding. They answered correctly
not because they know this is a tricky question and they've heard that all objects fall at
the same time. We regularly witness even top performing students (who scored well in
AP physics and calculus) show no understanding. This is dangerous. Real understanding
is essential for success and it comes from experience. The discovery learning is an
effective pedagogical approach that can truly engage learners by providing authentic
learning experiences. So, it is time to shift the focus from teaching to learning.

How can you apply this method to your future classroom?

I am always trying to apply this method in my class in the areas to motivate my students.
Mostly I use it in my small sizes class. Sometimes Ive used it in big size classes too. Its
ended up sometimes with chaos.
I do experimentation: My students may learn through experimentation how the salt
dissolves in a liquid.
By interviews: Students can learn about integration by interviewing people in their
community who remember when the schools were segregated.
Rather than trying to teach my students facts, I will try teaching them how to learn!
Part 2. ADDITIONAL CHAPTERS

Select one of the following chapters to conduct research: Chapter 2,

3, 5 or 12. Review the chapter and respond to related questions for
that chapter by conducting your own research.

Chapter 5- Using Classroom Technology

1. How does technology enhance the teachers ability to plan instruction?
Use one of the available search engines to explore the web for
technological tools such as lesson planning software, worksheets and
puzzle tools, poster and bulletin board production tools, and time
management tools that will assist you in planning. Share your findings with
your class.
Technology is a great tool for instructions. Successful technology integration is more
than just getting the tools into the classroom; here are some ideas on how to engage
students and enliven my lessons with those tools.
www.blendpsace.com is one of the tools for creating lesson plans. TES Global is a
digital education company offering Blendspace that has been supporting educators for

over 100 years. Their mission is to help teachers, schools, and universities to develop and
deliver the best education. A teacher can put lesson plans and attach YouTube videos.
Also, it is downloadable other teachers shared lesson plans. Create lessons in 5 minutes!
Collect web resources in one place and share with just one link. Measure student
understanding with built-in quizzes. Monitor student progress and adapt to student needs
in real-time. Engage students and differentiate instruction by creating interactive digital
lessons. Blendspace makes it easy to plan, build, and deliver a lesson by integrating
content from YouTube, TES resources, your own files, and other digital media.
Personalize your students learning with free lessons!

2. Technology offers tools that can help students learn. To what technology
should students have access? Do you have any educational concerns about the
use of these technologies in schools? If so, what are they? If not, why not?
Students should have an access to computers or /and iPads during the class. So, they can
search anytime. But, I will say my concern again. The teacher should have a really good
classroom management. I have observed Art I class in high school. The teacher keeps
iPads in her classroom. Whenever teacher asks students to draw something they go on to
the Internet and search for that topic. I think thats a really good for education. They see
and learn before they draw something.
I dont have any educational concerns about the use of technology in my class. Because
my students love to use technology in my class. Every Friday in class, they use iPads for
www.quizlet.com. Students really wait for Friday.

Part 3. REFERENCES:

Cite at least 5 References in APA.

You need to use at least 3 different resources besides Castronova
(2002), and Moore (2015).
You may use http://www.citationmachine.net/apa/cite-a-journal for
citing your sources in APA style.

References:
Ausubel, D. P. Learning by discovery: Rationale and mystique. Bulletin of the
National Association of Secondary-School Principals 45: 18-58; 1961. Retrieved from
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196211_ausubel.pdf
Castronova, J. (2001). Discovery learning for the 21st century an action research study.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Gardner, H. Howard Gardners Theory of Multiple Intelligences. Retrieved from
http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_in

telligences.pdf
Moore, K. D. (2005). Effective instructional strategies: From theory to practice.
Thousand Oaks: SAGE Publications.
Multiple Intelligences Self-Assessment. George Lugas Educational Foundation.
Retrieved from http://www.edutopia.org/multiple-intelligences-assessment
Slavin. E. R. (2003). Educational Psychology. Theory and Practice. 7/E. Pearson.
Zheng, R. (2009). Cognitive effects of multimedia learning. Retrieved from
https://www.iwm-tuebingen.de/workshops/visualization/rieber.pdf
Jawaharlal, D. M. (2011, June 05). Teaching Is not Learning -- The Guided Discovery
Approach for Learning. Retrieved February 28, 2016, from
http://www.huffingtonpost.com/dr-mariappan-jawaharlal/teaching-discoverylearning_b_856463.html