DISCOVERY LEARNING AND TECHNOLOGY
Discovery Learning and Technology
Geoff Brooks
Boise State University
EDTECH 504
Dr. Jennifer Freed
April 26, 2012
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DISCOVERY LEARNING AND TECHNOLOGY
Abstract:
In this paper, the discovery learning theory by Jerome Bruner, is looked at in depth. The use of
technology to promote and help the effectiveness of discovery learning is also looked at and
many examples are given. The author concludes that although it should be coupled with other
instructional methods for the best result, discovery learning is an important and useful learning
method much improved by the educational technologies of today.
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Overview of Discovery Learning:
Jerome Bruner is credited with forming the theory of Discovery Learning. He built his
theory on several other constructivist theorists, the main one being John Dewey (Garett, 1997).
Jerome Bruner’s Discovery Learning Theory is part of the Constructivism school of thought and
relies heavily on the epistemological beliefs that the learner should be an active participant in his
or her own education. Bruner’s theory is partly founded upon the beliefs of other Constructivist
thinkers such as, John Dewey (Garett, 1997) who also asserted the importance of experience in
education. Although there are many different ways of discovery (or experience) in learning, the
important part is that one learns by discovering or experiencing something for himself or herself
and uses their own thinking to draw conclusions. Learning by this method actually makes the
knowledge acquired meaningful to the learner (Keiichi, 2008).
Major Principles of Discovery Learning:
Discovery Learning is a simple theory. It states that learners should be active participants
in their learning. For example, when learning about history the learner should be considered the
historian doing his own research and trying to actually experience as much of the actual history
as possible (Keiichi, 2008). Learning is not something that you necessarily memorize and check
off as being learned but instead is a process of experimenting and thinking. Bruner explained this
element of discovery learning by saying “discovery is better defined not as a product but as a
process of working, and that the so-called method of discovery has as its principal virtue the
encouragement of such a process of working or, if I may use the term, such an attitude” (Bruner,
2007).
To instruct with discovery learning, the teacher must understand that learning is done
within “structure” which is to say “understanding in a way that permits many other things to be
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related to it meaningfully”(Keiichi, 2008). This being the case, Bruner proposes in the Discovery
Learning Theory that in addition to learning being done by experimenting, instruction should be
done in a spiral continuum: learning should be done by experimenting over and over and thus
more detail and knowledge can be gained each time as one’s understanding of a topic deepens
(Garrett, 1997). Further, to learn in such a way is considered to be internally motivating and
rewarding (Keiichi, 2008).
In a classroom, discovery learning can be implemented in a variety of ways. For example,
problem-based learning is an instructional approach that is in line with Bruner’s Discovery
Learning Theory. By giving the student a problem to solve and the necessary tools needed to
experiment himself, the discovery is in the hands of the student. Learning is done in the student’s
own “structure” and is self-motivating since they can feel the satisfaction of reaching a
conclusion themselves. This is not to say that the student cannot be guided or assisted in their
learning, just that they can experience the problem as their own and then come up with their own
conclusion – it is not given to them by the instructor.
Technology in Discovery Learning
Educational technology can and does help implement a discovery learning approach to
teaching in the classroom. There are many examples of educational technology being used to
create a discovery learning environment in classrooms across the nation. In many cases,
educational technology has enhanced the effectiveness of discovery learning and increased
student learning in a considerable and measurable way.
For example, in New York, the Discovery Center at the College of Staten Island works
with high school teachers and program directors to “improve teaching and learning in local
school district” (Carlin, 1997). As part of this effort, the Discovery Center collaborated with a
DISCOVERY LEARNING AND TECHNOLOGY
local high school computer science department to implement two programs. One of these
programs that reaches out to low-income, disadvantaged, under-achieving students is called
Tech-Prep. When students enter this program, “they are placed in a curriculum expressly
designed to be interesting and relevant to them” (Carlin, 1997). Additionally in this program,
student learning is done with “hands-on experimentation” and “technology is implemented into
every aspect of this program” (Carlin, 1997). The discovery method used, coupled with the
integration of technology, has made a very effective combination and has resulted in over 90
percent of the students passing all of their state-mandated skill assessment tests, whereas before
entering this program they had failed at least three of the last four of the previously statemandated skills assessments. This is a “dramatic reversal” indeed (Carlin, 1997). The second
program is made up of the top scoring high school students who are also honor students and is
called Honors Research/Teaching Interns. This program, much like the TechPrep program,
focuses on hand-on learning and putting technology into the hands of every student in the
program. One emphasis of this program is on writing and research. This has led to significant
improvement in the writing from students participating in this program when compared to other
honor students not participating in this program (Carlin, 1997).
Technology is an integral part of the “discovery” or hand-on learning that happens in
both of these effective programs. Not only does the technology used (such a work done in the
computer lab or on the Internet) help make the learning student-centered and hands-on, it also
gives the learner a strong technological skill set by becoming proficient in many different
technological aspects such as using commercial software for doing data analyzing. The result of
these programs is that student learning has been shown to increase in the subject area and in
other subject areas as well.
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Since discovery learning calls for students doing hands-on learning where they can
unfold the knowledge themselves, one type of technology that has been tested to promote this
type of learning is a computer simulation. Ton De Jong explained that “computer simulations are
programs that contain a model of a system or a process” (de Jong, 1998). Casper Hulshof adds
that “a computer simulation provides students with a virtual environment in which they can
design and perform different types of experiments, and observe the effect of manipulating
variables in various ways” (Hulshof, 2006). Computer simulations give an opportunity for
students to learn in a discovery environment. Most evaluation of the effectiveness of this
technology has been negative showing “that simulation based learning does not raise
examination scores” (de Jong, 1998). Further research into this technology pinpoints its
weaknesses as not giving students enough structure and support to make learning effective.
When specific support is given, such as providing students with prior knowledge and offering a
more progressive and structured model for students to follow (de Jong, 1998), student learning
increases. Another very effective modification for computer simulations is the use of “just-intime support” (Hulshof, 2006) where the computer gives helpful information at a useful time in
the model. What these measures create is a structured simulation environment. Providing the
right kind of support and structure in this type of environment has proven to be a more effective
learning environment than with an unstructured computer simulation.
Another example of technology enhancing discovery learning in the classroom is the
TEAMS program (Technology Enhancing Achievement in Middle Schools.) The TEAMS
program has been implemented in several Florida middle schools and involves three elements:
interdisciplinary instructional teams, active learning strategies, and use of technology as a
learning tool. Discovery learning is built upon many of the same principles as the active learning
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strategies used in the TEAMS project. In the TEAMS model, “active” learning happens “unlike
traditional classrooms where most of the instruction involves the teacher leading the entire class
in lecture... [rather, it uses] a large percentage of instructional time [having] students work
independently or in small groups at the various learning stations” (Reiser, 2000). Technology is a
major component of the learning that takes place. One of the stations students participate in is the
“Technology Station” where “students engage in a computer based activity... during every
rotation” (Reiser, 2000). Additionally teachers frequently use many other forms of instructional
technology in their curriculum. The research done on the effect of the TEAMS project showed
“students significantly improved their standardized test scores in comparison to a matched
control group” (Reiser, 2000).
In my position as an employee of the technical services department of Weber School
District in Ogden, Utah, I have seen many new educational technologies be implemented to help
students learn through a discovery learning method. One such technology is the SMART board.
Although this technology could be used to support a number of different instructional methods, I
have seen several teachers use this technology in a discovery learning method. SMART
technologies has a computer simulation of dissecting a frog that allows students to learn through
technology by way of discovery learning. The amount of support needed to operate the SMART
board may vary by grade level, however, there is no doubt that it has numerous activities that
make learning interactive and engaging which is a crucial element in discovery learning. This is
one of the major points of feedback that teachers and students have about this piece of
technology- that it is fun because of its interactivity and therefore more engaging.
Another technology tool currently being used in education to promote discovery learning
is the iPad. Currently, several kindergarten classrooms have a set of six iPads that are used
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independently by students to learn and practice reading and math skills. This technology uses
educational games to engage students and allow them to “discover” knowledge through game
based learning rather than direct instruction. The teachers who have used this technology in their
classroom have reported that these young students have no trouble operating the iPads
independently and are excited and engaged in their learning. This is the first year for our district
using this technology but thus far the test results are very encouraging. One of the most popular
educational games in these kindergarten classrooms is the “Montessori Crosswords - Spelling
with Phonics” game. This game shows students a picture and says the name of what is in the
picture, (i.e. pan) and then it shows the students 3 squares and an alphabet that is clickable with
hints of each letter’s sound. Students work on their own to sound out the word and choose the
correct letter for each sound. When they correctly spell a word they get to play a short
interactive drawing game. This game allows students to learn in a discovery method - they can
choose the method they learn through and make phonological connections themselves. This
technology also allows students to learn and be engaged at the level they are at, even if it is
different than the person they sit next to. It is a very student centered technology which goes
along nicely with discovery learning which is also very student centered.
One final example of another technology in my district that is promoting and supporting
the discovery learning theory is the use of Moodle. We have recently finished redesigning our
school district’s Moodle system and are in the process of training more and more teachers to use
Moodle. Our school district offers 12 online courses to any student of any school. Again, not all
Moodle courses would fall into the Discovery learning category but some do. Moodle is a
technology tool that can work with Discovery learning to give students assignments and
activities that they can do in an online, e-learning environment that leads them to discover the
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information and knowledge themselves. This type of “e-learning” in an online community
instead of in a classroom is becoming increasingly common and typical in today’s educational
world. Moodle can also be a complementary learning community to a traditional classroom
giving assignment to promote discovery learning. The Moodle technology, in either of these
cases, can be a good tool for creating a discovery learning environment for students.
Conclusion
The idea of discovery learning is a great one. It is a worthwhile goal to have students
always engaged in “discovering” the knowledge that they need in a way that is personal and
makes sense to them. It is no wonder that this idea that “learning should be closely allied to
finding out, in preference to simply being informed....[began] with the ancient Greeks” (Jacobs,
2005). Since that time, many of the great philosophers of time, such as St. Augustine, John
Locke, John Dewey, and many more, have emphasized discovery learning in some form.
Discovery learning is still emphasized today in teacher education. Most teachers have heard the
claim “that we remember 10 percent of what we read, 20% of what we hear, 30% of what we
see, 70% of what we see and hear, and 90% of what we see and hear when we have discovered
something for ourselves” (Jacobs, 2005).
Despite the vast support of Discovery Learning throughout history and in today’s teacher
education there is no way to ignore that there is little evidence that shows that discovery learning
is more effective when used exclusively. Through my research and in my experience working
with teachers, I do believe that discovery learning can and is an effective learning method,
however, it does have its limitations and is not the only instructional or learning method that is
effective. Different students and topics may be better suited for a different theory or a modified
version of discovery learning.
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I agree with Gabriel Jacobs when he wrote that “it is very well having one’s goal as an
educator the freeing of the human mind to pursue its creative capacities, but such freedom does
not come free: it comes at the cost of inadequacy if over emphasized, and in particular offered
too early. Mozart, for all his creative genius, did not discover via Brunerian guesswork how to
play the piano; he had first to remember the standard fingerings taught to him by his father, even
if, at the age of three, he did not fully apprehend the need for them....[thus] any application of the
time honored method of remembering before discovering will for my part be welcomed” (Jacobs,
2005). That being said I do believe that a good teacher uses the right mix of traditional lecture
mixed with discovery learning to engage and teach his or her students.
Since discovery learning is still a valid and useful method of learning, when coupled with
other methods of instructing and learning, the role of technology in discovery learning is very
important. One key element of discovery learning is that it is student centered. The instruction
that takes place is decided on by the student and all learning comes from within the student and
is not externally imposed. Technology makes this kind of learning in a classroom with a variety
of skill levels possible. By allowing students to work at different level and or at varying paces,
students can learn in a way that is relevant to them. Technology also makes it easier for teachers
to make the learning more active and engaging to the students which make it more students
centered as well. Whether with computer simulations, Moodle, SMART boards, iPads, or one of
the many other technological tools used in education, technology puts the learning in the control
of the student. Another advantage of technology in student learning is that varying levels of
support and assistance can be built into the technology to make it more effective than being left
completely unassisted. Modifying discovery learning with the programmable ability of
technology can give you the advantages to discovery learning with some slight modification to
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improve effectiveness drastically (such as with the “just-in-time support”.) As new educational
technologies arise and continue to develop, it is clear that they play a very important role in
discovery learning.
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References
Bruner, J. (2007). On Learning Mathematics. Mathematics Teacher, 100, 48.
Carlin, M. (1997). Improving High School Students’ Performance via Discovery Learning,
Collaboration and Technology. T.H.E. Journal, 24(10), 62–65.
de Jong, T. (1998). Scientific Discovery Learning with Computer Simulations of Conceptual
Domains. Review of Educational Research, 68(2), 179.
Garrett, L. (1997). Dewey, Dale, and Bruner: Educational Philosophy, Experiential
Learning, and Library School Cataloging Instruction. Journal of Education for
Library and Information Science, 38(2), 129–36.
Hulshof, C. (2006). Using just-in-time information to support scientific discovery learning in a
computer-based simulation. Interactive Learning Environments, 14(1), 79–94.
Jacobs, G. (2005). Hypermedia and Discovery Based Learning: What Value? Australasian Journal of
Educational Technology, 21(3), 355–366.
Keiichi, T. (2008). Jerome Bruner’s Theory of Education: From Early Bruner to Later
Bruner. Interchange, 39(1), 1–19.
Reiser, R. (2000). Using Teaming, Active Learning, and Technology To Improve Instruction.
Middle School Journal, 32(2), 21–29.