Discovery Learning

Discovery learning is a method of inquiry based on the learner rather than a teacher oriented view of the teaching and learning processes, and it is advocated in the work of Piaget (1972), Bruner (1966), and Papert (1980). It requires learners to proceed in the same way as scientists when investigating nature, using processes that are very similar to the processes of scientific discovery (Klahr & Dunbar, 1988; Jong & Njoo, 1993; Joolingen & Jong, 1997). The central purpose of discovery learning is that the learner obtains or constructs knowledge by performing experiments. 

Discovery learning is considered to be a promising way of learning for a number of reasons, the main being that the active involvement of the learner with the field would result in a better knowledge base (Joolingen, 1999). Unfortunately, many students are still taught largely by exposition and are given little opportunity to learn by discovering (Orton, 2004). Papert concentrated on the impact of new technology on learning, and he “gained his enthusiasm for active, discovery-type learning environments directly from Piaget, with whom he worked for five years” (Orton, 2004, p: 97). Papert expressed his belief that enriching the learning environment through the use of materials was more important than Piaget had suggested (ibid). He created Logo which is a computer programming language as a tool to improve the way that children may think and solve problems in mathematics. A mobile electronic ‘Logo turtle’ was developed and children were encouraged to solve problems and trace out shapes on a classroom floor. Papert (1980) argued that the usual mathematics curriculum was meaningless to most children, but the invention of Logo provided for them an opportunity to construct knowledge in meaningful way. However, Orton (2004) stated that there are some objections on the grounds that Logo is too difficult and it takes too much time, and that subsequently using Logo in ordinary classrooms has “convinced many teachers that pupils cannot work entirely on their own in the way Papert seems to suggest is both possible and desirable, and that skillful teacher mediation between the children and the software is needed”.

In teaching mathematics, words such as ‘discovery’, ‘investigation’, ‘activity’ and ‘problem-solving’ are famous and have became part of the mathematical language (Orton, 2004). At the present time, there is much awareness about the importance of the use of discovery learning in mathematics classes, especially at primary level. With older students, discovery learning might sometimes be a suitable method, but it is very rarely used. In practice, it is very hard to apply discovery learning in higher educational level and as Ausubel states what was created over the past four centuries cannot be rediscovered by our students in ten or fifteen years. Thus, meaningful verbal learning which provides expository teaching can be effective and in some ways better than other methods.