Introduction

            Discovery learning is the progression of pedantic instruction that is dynamic and promotes learners using their own knowledge base and experiences.  They are able to look for innovative connections and information founded on their own individual interests (Flannagan, & Rockenbaugh, 2010). By being an active member of their own learning process, they are able to incorporate critical thinking when attempting to resolve issues that present themselves and come to their own conclusions or explanations (Alfieri, 2010). In a world that is constantly changing and evolving, growth and development within Information and Communication Technology (ICT) affords students the necessary platform to facilitate discovery learning and teaching instruction. So too, teachers are given the same convenience to enhance and promote discovery learning through the use of ICT in education (Wang, 2008).

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Discovery Learning Lesson

            Click on the following link to access a lesson in Physical Science that displays a discovery learning lesson on gravity:-

 

https://www.teachpreschoolscience.com/dropping-things-through-the-air.html

 

            This lesson allows children to learn about gravity by using a variety of items such as a coin, a feather, blocks, paper and many other items.  They are instructed to drop them from different heights, if desired, to discover how gravity works and its effect on different objects. There are a variety of possible and expected discoveries that can be made with this activity as well as avenues for extending learning of this topic (Teach Preschool Science, n.d).

 

Teaching Strategies  

            Both discovery and collaborative approaches are used as a teaching strategy in this lesson.  Students can work as a class or in groups for this lesson enabling them to view the outcome of other students and share their own experiences with others.  Think, peer, share is used to help them make guesses based on their observations and predictions.  Through the use of discovery learning, children are led by the teacher to make their own connections and discoveries.  The teacher will ask questions as children carry out their experiments to promote their use of higher order thinking.  Other ICT tools such as the use of videos can be used to help present or extend this lesson.

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Assessment

            This lesson can be assessed by having the children choose items two at a time to "run a race" and filling out a picture report form where they will draw a representation of the two objects.  They must circle the one that they predicted would win the race.  After the two objects have "run their race", the child should colour the one that won.  This will allow the teacher to see which students grasped the initial discovery lesson and are using higher order thinking to make their predictions.

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Discover New Connections

            One area that allows learners the opportunity to discover new connections is the fact that this gravity lesson can be extended by allowing a change of scenario which can affect gravity.  One example of this would be to have the children carry out the same experiment using a large fish tank filled with water.  The water will have a different effect on gravity and will give children the ability to again, practice higher order thinking, deduce outcomes and make discoveries which can be compared to the original lesson.

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Conclusion

            Discovery learning is one of the exciting methods that promote positive outcomes for early childhood students and beyond. Utilizing ICT with discovery learning helps to add new dimension, excitement and prospects for learning thereby catering to many different styles of learning (Alfieri, 2010).  Children are fully engaged as these types of lessons are interesting, promote collaboration and are fun ways to learn.  This allows the lesson to be fully absorbed by the children as they themselves are immersed in the topic and methods of discovery (Flannagan, & Rockenbaugh, 2010).

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References

Alfieri, L. (2010). Does discovery-based instruction enhance learning? Retrieved from https://search-proquest-com.library.open.uwi.edu/docview/603214604?accountid=42537

 

Flannagan, J. S., & Rockenbaugh, L. (2010). Curiosity + Kindergarten = Future Scientists. Science & Children, 48(4), 28–31. Retrieved from https://web-a-ebscohost-com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=a63e4dfc-9ebf-470e-a717-f9af011cc73b%40sdc-v-sessmgr01

 

Teach Preschool Science (n.d). Dropping things through the air: Gravity. Retrieved from https://www.teachpreschoolscience.com/dropping-things-through-the-air.html

 

Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45, 411–419. Retrieved from https://doi.org/10.1080/14703290802377307