RESEARCH PAPER TEMPLATE

North American University

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

Date: 02.25.2016

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), 1-12. 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 active and processes oriented. Occurs when students fail to encourage them to do better. It
gives students immediate feedback and helps them understand deeper learning strategies.
Discover learning strategies allow students to learn actively with little lecturing. This allows students to try multiple
times even if they fail as they receive immediate feedback. Allowing them to understand deeper.
Discovery and inquiry actively involve students in their own learning (Moore, 2014, p.371).
Discovery learning has three different component.
1) Exploring and problem solving to create, integrate, and generalize knowledge,
2) Student driven, interest-based activities in which the student determines the sequence and frequency, and
3) Activities to encourage integration of new knowledge into the learners existing knowledge base (Castronova,
2002).
How does this form of teaching compare to traditional, teacher-centered instruction?
Traditional teacher center instruction includes heavy lecturing and passive learning with low student involvement
in the activity. Discover learning strategies allow students to learn actively with little lecturing. This allows students
to try multiple times even if they fail as they receive immediate feedback. Allowing them to understand deeper.

Discovery learning is an approach to learning that can be facilitated by particular teaching methods and guided
learning strategies. For the purpose of this paper, the term discovery learning will refer to the learning taking
place within the individual, the teaching and instructional strategies designed by the teacher, and the environment
created when such strategies are used. Traditional learning will refer to the use of teaching and instructional
strategies typically found in a teacher-led classroom, including didactic, drill and practice, and expository learning.
Methods of effective instruction must also be sensitive to the limits imposed on working memory, and how those
limits disappear when working with familiar information. A great deal of discovery learning ignores the limits of
working memory, as problem-based searching makes heavy demands on it. This form of instruction also does not
enable information to get stored in long-term memory, because while working memory is being used to search for
solutions, it is not available to be used to learn and store. Finally, discovery learning may even hinder students
learning (Kirschner, Sweller, & Clark, 2006).
What educational theories support the discovery learning model?
The pioneers who developed the theories that serve as the foundation for discovery learning are John Dewey
(1916/1997), Jean Piaget (1954, 1973), and Lev Vygotsky (Rice & Wilson, 1999).These theories describe
learning as active, process-based, and collaborative.
Discovery learning encompasses an instructional model and strategies that focus on active, hands-on learning
opportunities for students (Dewey, 1916/1997; Piaget, 1954, 1973) (Castronova, 2002).
What is the most important thing you discovered about discovery learning?
A significant advantage of the discovery learning method is its capacity to motivate students. Discovery learning
allows learners to seek information that satisfies their natural curiosity. It provides the opportunity for students to
explore their desires and consequently creates a more engaging learning environment. Simply put, discovery
learning makes learning fun (Schank & Cleary, 1994).
In my robotics club curiosity is important because of the first robotics meeting I do not give instruction but rather
allow them to look at the size of the parts and discover its function as they try to build their robot. As the students
begin working, I only give them instruction if they fail or have trouble completing the robot which allows they to
learn quickly and gain deeper insight.
In the classroom, discovery learning is often implemented as role playing, group projects, and computer
simulations.
Discovery or constructivist learning is an active learning process where students develop higher-level skills to
build a deep understanding of major concepts. There are five main architectures included in discovery learning,
case-based learning, incidental learning, learning by exploring/conversing, learning by reflection, and simulation
based learning (Castronova, 2002).
How can you apply this method to your current / future classroom?
I often use the failure technique which allows students to start the mission and get the robot to go to a different
location while focusing on the tire rotation and various attachments. This allows us to make necessary changes to
get the robot to the right position on the field after multiple tries. Sometimes the harder missions require us to try
hundreds of times. The multiple trials are examples of Simulation-based Learning as they allow the students to
make the necessary changes in each trial without fear of failing to complete the robotics missions.
A good example of this attribute would be Paperts (2000) discussion of a kindergarten students encounter with
the LOGO computer programming language. She played with the programs speed setting and discovering the
true meaning of zero. The student discovered that objects that were standing still were still moving just at a
speed of zero. Through the students playing with something with which she was familiar, she was able to create
a new understanding of the concept of number including zero (Castronova, 2002).

Thirdly, failure in discovery learning is seen as a positive circumstance (Bonwell, 1998). Discovery learning
emphasizes the popular lesson learned from Thomas Edison. Thomas Edison is said to have tried 1,200 designs
for light bulbs before finding one that worked (Love, 1996) (Castronova, 2002).

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.
Students use technology to access information, create professional-quality products, communicate with others,
and actively participate in the learning process. Because students have grown up in the information age, working
with technology to acquire information, communicate with peers, and demonstrate what theyve learned is highly
(Moore,2014).
Technology has played a major role in this occurrence, but the structures of formal education in terms of
emphasizing test scores, developing content-based curricula, and sizing of classes, still create a gap that makes
discovery learning more difficult to integrate into the classroom. The framework developed by Bernie Dodge
(1995), called Web Quests, appears to be a viable option to bridge the gap between the current demands of
formal education and discovery learning Castronova, 2002).
I am using that Inquiry by Learning.com is a project-based approach to integrating core subject area instruction
with digital literacy skills. A technology skills pre-test is completed by the student before each project to help
ensure their success. Students then complete the project by conducting research, creating digital media, and
presenting their work to their peers. Students then reflect on their learning in a final self-reflection assignment.
Inquiry includes supporting interactive technology skill lessons including Keyboarding and Online Safety
curriculum (Learning.com, 2016).
We use Remind101, a communication tool that helps teachers reach parents and students to remind them of
events and assignments. This app allows students, teachers, and parents to get updates as needed. SMS allows
the app to be used by parents without smartphones. Brett Kopf said that Remands features have proved
especially popular in low-income districts. It is a free, safe, and simple way for teachers to communicate with
students and parents (Kopf, 2016).
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?
I agree that technology can help students in learning activities to develop 21st-century skills and ultimately to
prepare students for the next generation assessments.
Our school has chrome books in the classroom for 3rd to 8th graders. They have access to Alex for math,
ReadingEggs for reading and learning.com for technology application. Those are very helpful tools for learning
activities. However, using these technologies do come with educational concerns. When students are assigned
their Chromebooks they have to sign in with their school email, but some students will try to use personal
accounts so that they have fewer restrictions. We often catch up to those students and re-enroll their
Chromebooks to their assigned school e-mail address.

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:
- Cohen, M. (2008) The Effect of Direct Instruction versus Discovery Learning on the Understanding of
Science Lessons by Second Grade Students Retrieved from

http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1027&context=nera_2008
-

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. Retrieved from
http://www.myenglishpages.com/files/1282044031.pdf

Moore, K. (2014). Effective Instructional Strategies. SAGE Publications.

McDonald, B. (2011). Self Assessment and Discovery Learning. Online Submission. Retrieved from
http://eric.ed.gov/?id=ED521532

Sardilli, S. L. (1998). The Use of a Web Site To Disperse Information on Discovery-Based Learning in
Elementary Science Education. Retrieved from http://eric.ed.gov/?id=ED436365

Brett, K. (2016) Safe Classroom Communication on the App Store. Remind. Retrieved from
https://itunes.apple.com/us/app/remind-safe-classroom/communication/id522826277?