There are various examples that can help integrate the discovery learning model in classroom. The first example is helping students apply the knowledge they have acquired to real-life situations. The teacher can provide different scenarios or case studies and ask students to respond. A student can be asked what he/she will do to address the challenge of employees’ job dissatisfaction in an organization. Such kind of tasks motivate students to read widely to discover more knowledge on that field.
The second example is where teachers ask thought-provoking questions. These are kind of questions that encourage learners to be more reflective and creative. Thought-provoking questions help students to know the limits of their knowledge and bias. One of the questions would be ‘what would you do differently to enhance the quality of education?’ While the question seems very direct and simple, it actually requires much research work. The student has to first identify the existing problems in the education system, before he/she can provide solutions. Thought provoking questions encourage creativity, evaluation, and analytical skills. The questions give a student an opportunity to realize that they need to read widely to acquire more knowledge.
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The other main example is by asking students to formulate research questions and conduct the actual study. The formulation of the research question by itself shows that students know that they exist some knowledge gaps and some unresolved problems in the society. The actual study allows students to read widely and also apply the existing knowledge in solving problems. The presence of the teacher is important in the learning process. While the role of the teacher is not to provide answers, he/she facilitates the learning process. Apart from creating a favorable learning condition, the teacher will offer cues that help students to discover answers to their questions. In conclusion, discovery learning model ought to be enhance in the learning institutions to promote critical and creative thinking among students.
References
Alfieri, L. & Tenenbaum, R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1-18.
Dean, D. & Kuhn, D. (2006). "Direct instruction vs. discovery: The long view". Science Education. 91 (3): 384–397
Tuovinen, J. E. & Sweller, J. (1999). "A comparison of cognitive load associated with discovery learning and worked examples ". Journal of Educational Psychology. 91 (2): 334–341.
