Learning by discovery: what is learned?

1964 ◽  
Vol 11 (4) ◽  
pp. 226-232
Author(s):  
Bert Y. Kersh
Keyword(s):  
Experimental Research ◽  
Discovery Learning ◽  
Student Learn ◽  
Science Educators ◽  
Practical Implications ◽  
Learning By Discovery ◽  
Mathematics And Science

It goes almost without saying that discovery learning is in vogue today, especially where mathematics and science educators are concerned. This observation is supported by the substantial curriculum efforts in mathematics and science [1, 2, 3, 4]†, and by the programmatic research endeavors on cognition [5], not to mention the numerous independent efforts by researchers over the country. The reason for tills is not entirely clear to me, however, so I would like to consider what is known about discovery learning that has some basis in experimental research. Specifically, I will attempt to a nswer the question, “What does the student learn when he discovers a principle or generalization in mathematics independently tha t he may not learn when taught these same principles or generalizations directly?” Then I would like to suggest some practical implications.

scholarly journals Teaching the Arithmetic Sequence through Guided Discovery Learning: A Pedagogical Experiment in Viet Nam

2017 ◽  
Vol 6 (3) ◽  
pp. 280 ◽  
Author(s):  
Nguyen Van Hong ◽  
Nguyen Thi Thuy An Thuy An ◽  
Le Viet Minh Triet
Keyword(s):  
Traditional Method ◽  
Discovery Learning ◽  
Viet Nam ◽  
Arithmetic Sequence ◽  
Student Learn ◽  
Guided Discovery ◽  
The Past ◽  
Method Of Instruction ◽  
Learning By Discovery ◽  
Better Than

<div><p><em>“Let the student learn by discovery” has become the slogan of our country for recent years. Learning by discovery that has used by Vietnamese teacher is a term has appeared in Viet Nam in the past few years. This study proposes Guided Discovery learning to teach arithmetic sequence topic in Viet Nam high school. It is hypothesized that student. Student’s outcomes of teaching arithmetic sequence topic with Guided Discovery Learning are not greater than the ones of teaching this subject with the traditional method of instruction and students’ achievements after experiment are not better than students’ achievements before the experiment. Two eleven -classes were involved in the trial to investigate the effectiveness of Guided Discovery Learning,. The result suggests that students have better concept retention.</em></p></div>

scholarly journals Improving higher-order thingking skill through POE (Predict, Observe, Explain) and guided discovery learning models

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Witriyani Suryamiati ◽  
Adi Pasah Kahar ◽  
Anandita Eka Setiadi
Keyword(s):  
Experimental Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Discovery Learning ◽  
Learning Models ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental ◽  
The Difference

The low level of students’ higher order thinking skills (HOTS) has been the main problem of education in Indonesia. This study aimed to determine the difference of students’ HOTS taught by using POE and Guided Discovery learning models. This quasi-experimental research involved 34 students of X IPA 3 and 32 students of X IPA 4 at SSHS 1 of Sungai Ambawang as the sample. The data obtained by using test which was analyzed using Mann-Whitney U-test. The results showed that the students’ HOTS who were treated with POE were significantly higher than those who were taught using Guided Discovery learning. Therefore, it is suggested to implement POE to improve students’ HOTS.

The effect of the valence of sponsorship information on consumers’ attitudes toward the sponsor brand

2019 ◽  
Vol 20 (4) ◽  
pp. 603-616 ◽  
Author(s):  
Christopher Dick
Keyword(s):  
Boundary Condition ◽  
Experimental Research ◽  
Design Methodology ◽  
Strong Influence ◽  
Content Type ◽  
Different Types ◽  
Negative Condition ◽  
Practical Implications ◽  
Practical Recommendations ◽  
Better Than

Purpose To date, research on sponsorship considers the effects of only positive or only negative sponsorship information on consumers’ attitudes toward the sponsor brand. However, in practice, sometimes mixed information (positive and negative) is available that influences consumers’ sponsor evaluations. To mirror the information situation of the real world, the purpose of this paper is to investigate how the valence of sponsorship information (only positive vs mixed vs only negative) and the strength of sponsorship information (weak vs strong) influence the consumers’ attitudes toward the sponsor brand. Design/methodology/approach This research uses an experimental research design (n=210). Data were collected among students of a German university. Findings The results reveal that when the strength of information was weak, attitudes in the mixed information condition were not significantly worse than in the only positive condition and significantly better than in the only negative condition. In addition, when the strength of information was strong, attitudes in the mixed information condition were significantly worse than in the only positive condition and significantly better than in the only negative condition. Practical implications This study offers several practical recommendations regarding the sponsors’ evaluation of their investments and the decision to maintain or exit the sponsorship of a controversial object. Originality/value This study expands the research on the effects of available sponsorship information on consumers’ sponsor evaluation. The present research highlights the effects of different types of sponsorship information on consumers’ attitudes and considers the strength of information as a boundary condition of these effects.

scholarly journals Learning Mathematics By Discovery

1970 ◽  
Vol 1 ◽  
pp. 31-33 ◽  
Author(s):  
Kripa Sindhu Prasad
Keyword(s):  
Discovery Learning ◽  
Guided Discovery ◽  
Future Success ◽  
Learning Mathematics ◽  
Learning By Discovery

Discovery learning can be effectively used to stimulate and maintain interest in mathematics. Furthermore, such an approach promotes creativity and originality in students which are important for a student’s future success in mathematics. This paper highlights and illustrates learning by discovery. Keywords Pure discovery, guided discovery, exploration, verification, generalization DOI: http://dx.doi.org/10.3126/av.v1i0.5307 Academic Voices 2011; 1: 31-33

scholarly journals Interdisciplinary Connections:

2019 ◽  
Vol 8 (1) ◽  
pp. 30-44
Author(s):  
Catlin M. Pauley ◽  
Aaron J. McKim
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Interdisciplinary Collaboration ◽  
Content Area ◽  
Core Content ◽  
School Based ◽  
Interdisciplinary Teaching ◽  
Science Educators ◽  
The Relationship ◽  
Mathematics And Science

Agriculture, food, and/or natural resources (AFNR) content offers a tremendous context for interdisciplinary teaching and learning. Collaboration between AFNR and core content area educators has been recommended to increase interdisciplinarity in school-based AFNR Education; however, existing research lacks an empirical investigation of the relationship between interdisciplinary collaboration and outcomes associated with interdisciplinary teaching in school-based AFNR Education. Therefore, the current study explores the scope of collaboration between AFNR, leadership, mathematics, and science educators and the relationship between collaboration and interdisciplinary teaching in school-based AFNR Education. Findings indicate opportunities to initiate and strengthen interdisciplinary communities of practice through purposeful interactions, especially regarding length of interactions between AFNR and core content area educators. Recommendations for practitioners, teacher educators, and researchers are provided.

scholarly journals Implementasi Model Discovery Learning Pada Materi Aplikasi Gelombang Elektromagnetik Analisis Pengotor Berbagai Minyak Goreng Sawit dengan Spektrofotometri UV-Vis

2019 ◽  
Vol 3 (2) ◽  
pp. 66-71
Author(s):  
Tria Wulandari ◽  
Nirwana Nirwana ◽  
M. Lutfi Firdaus
Keyword(s):  
Learning Outcomes ◽  
Electromagnetic Waves ◽  
Learning Model ◽  
Discovery Learning ◽  
Treatment Model ◽  
Physics Learning ◽  
Average Value ◽  
Impurity Analysis ◽  
Quasi Experimental ◽  
Learning By Discovery

ABSTRACT[Implementation of Discovery Learning Model on Electromagnetic Wave Application Material of Various Palm Oil Impurity Analysis With Spectrophotometry UV-Vis].The aims of this study was to describe the differences between the learning outcomes of students who learn to use the learning model of Discovery Learning with students studying physics learning conventionally onwaves electromagnetic material.  The method used quasi experimental research with Pretest-Posttest Control GroupDesign research conducted at SMA Negeri 8 Lubuklinggau. Sample research used 2 classes i.e. class X.3 as a experimental class and class X.2 as a control class. Based on the results of data analysis it can be concluded that there was a difference between learning outcomes of students who learn to use the learning model of Discovery Learningwith students studying in conventional method. The data views from the average final value obtained after being given the treatment. The average value of experimental classes after being given the treatment model of learning by Discovery Learning was 76.27, while the average value of control class after being given treatment to conventional learning was 67.00.Keywords: Discovery; Learning;Electromagnetic Waves; Spectrophotometry UV-Vis.(Received August 23, 2018; Accepted March 2, 2019; Published June 18, 2019)ABSTRAKPenelitian ini bertujuan untuk menjelaskan perbedaan hasil belajar antara siswa yang belajar menggunakan model pembelajaran Discovery Learning (DL) dengan siswa yang belajar secara konvensional pada pembelajaran fisika dengan materi gelombang elektromagnetik.  Metode penelitian yang digunakan adalah penelitian eksperimen semu (Quasi Eksperimen) dengan desain penelitian Pretest-Posttest Control GroupDesign, yang dilakukan di SMA Negeri 8 Lubuklinggau. Sampel penelitian yang digunakan berjumlah 2 kelas yakni kelas X.3 sebagai kelas eksperimen dan kelas X.2 sebagai kelas kontrol. Berdasarkan hasil analisis data dapat disimpulkan bahwa terdapat perbedaan hasil belajar antara siswa yang belajar menggunakan model pembelajaran Discovery Learning (DL) dengan siswa yang belajar secara konvensional. Data tersebut dilihat dari nilai rata-rata akhir yang diperoleh setelah diberi perlakuan. Nilai rata-rata kelas eksperimen setelah diberi perlakuan dengan model pembelajaran Discovery Learning sebesar 76,27, sedangkan nilai rata-rata kelas kontrol setelah diberi perlakuan pembelajaran konvensional sebesar 67,00.Kata Kunci:Discovery; Learning; GelombangElektromagnetik; Spektrofotometri UV-Vis.

Learning by discovery: instructional strategies

1965 ◽  
Vol 12 (6) ◽  
pp. 414-417
Author(s):  
Bert Y. Kersh
Keyword(s):  
Instructional Strategies ◽  
Discovery Learning ◽  
Effective Learning ◽  
Learning Set ◽  
Learning By Discovery

What characterizes the discovery approach? What difference does it make whether the learner “invents” a principle of mathematics or simply is told the principle? The expected answer would be that learning is more “effective,” even though it may take the learner longer to learn by discovery. What advocates of discovery learning generally mean by effective learning is not often spelled out in detail. However, many would agree that when the student learns by discovery he (1) understands what he learns, and so is better able to rem em her and to transfer it; (2) he learns something the psychologist calls a “learning set,” or a strategy for discovering new principles, and (3) he develops an interest in what he learned.

scholarly journals If-Then Planning in Sports

2021 ◽  
Vol 28 (3) ◽  
pp. 109-120
Author(s):  
Maik Bieleke ◽  
Wanja Wolff ◽  
Chris Englert ◽  
Peter M. Gollwitzer
Keyword(s):  
Experimental Research ◽  
Implementation Intentions ◽  
Future Research ◽  
Performance Limits ◽  
Performance Potential ◽  
Beneficial Effects ◽  
Online Databases ◽  
Regulatory Strategy ◽  
Practical Implications ◽  
Shed Light

Abstract. If-then planning (implementation intentions) describes a self-regulatory strategy that helps people to attain their goals across a variety of domains, such as achieving physical activity goals. Based on such beneficial effects, if-then plans are anecdotally discussed as a strategy to enhance sports-related performance as well. However, this discussion currently lacks an empirical basis. We therefore conducted a scoping review to identify experimental research on the effects of if-then planning on sports-related performance, potential moderators of these effects, the methodological approaches used, and the suitability of the available evidence for assessing the effectiveness of if-then planning in sports. Based on a search of four online databases, we identified a set of 11 studies that investigated if-then planning in experimental research with sports-related performance as an outcome measure. Six of these studies focused on if-then planning in endurance tasks, whereas the remaining studies investigated sports performance in domains that do not revolve primarily around endurance (e. g., tennis, golf, darts). The samples were often small and comprised university students; the conclusions drawn regarding the effectiveness of if-then planning for improving sports-related performance were rather heterogeneous. Still, most studies did shed light on tentative mechanisms (e. g., perceptions of effort and pain, arousal) and moderators (e. g., athletes’ beliefs about their performance limits, the feasibility of the behavior) of if-then planning in sports, guiding future research regarding the question of when and for whom if-then planning might be a beneficial strategy. Based on these findings, we identify the potentials and pitfalls of using if-then plans to enhance sports-related performance, discuss promising routes for future research, and derive practical implications for athletes and coaches.

scholarly journals Implementasi Model Discovery Learning Pada Materi Aplikasi Gelombang Elektromagnetik Analisis Pengotor Berbagai Minyak Goreng Sawit dengan Spektrofotometri UV-Vis

2019 ◽  
Vol 3 (2) ◽  
pp. 66-71
Author(s):  
Tria Wulandari ◽  
Nirwana Nirwana ◽  
M. Lutfi Firdaus
Keyword(s):  
Learning Outcomes ◽  
Electromagnetic Waves ◽  
Learning Model ◽  
Discovery Learning ◽  
Treatment Model ◽  
Physics Learning ◽  
Average Value ◽  
Impurity Analysis ◽  
Quasi Experimental ◽  
Learning By Discovery

ABSTRACT[Implementation of Discovery Learning Model on Electromagnetic Wave Application Material of Various Palm Oil Impurity Analysis With Spectrophotometry UV-Vis].The aims of this study was to describe the differences between the learning outcomes of students who learn to use the learning model of Discovery Learning with students studying physics learning conventionally onwaves electromagnetic material.  The method used quasi experimental research with Pretest-Posttest Control GroupDesign research conducted at SMA Negeri 8 Lubuklinggau. Sample research used 2 classes i.e. class X.3 as a experimental class and class X.2 as a control class. Based on the results of data analysis it can be concluded that there was a difference between learning outcomes of students who learn to use the learning model of Discovery Learningwith students studying in conventional method. The data views from the average final value obtained after being given the treatment. The average value of experimental classes after being given the treatment model of learning by Discovery Learning was 76.27, while the average value of control class after being given treatment to conventional learning was 67.00.Keywords: Discovery; Learning;Electromagnetic Waves; Spectrophotometry UV-Vis.(Received August 23, 2018; Accepted March 2, 2019; Published June 18, 2019)ABSTRAKPenelitian ini bertujuan untuk menjelaskan perbedaan hasil belajar antara siswa yang belajar menggunakan model pembelajaran Discovery Learning (DL) dengan siswa yang belajar secara konvensional pada pembelajaran fisika dengan materi gelombang elektromagnetik.  Metode penelitian yang digunakan adalah penelitian eksperimen semu (Quasi Eksperimen) dengan desain penelitian Pretest-Posttest Control GroupDesign, yang dilakukan di SMA Negeri 8 Lubuklinggau. Sampel penelitian yang digunakan berjumlah 2 kelas yakni kelas X.3 sebagai kelas eksperimen dan kelas X.2 sebagai kelas kontrol. Berdasarkan hasil analisis data dapat disimpulkan bahwa terdapat perbedaan hasil belajar antara siswa yang belajar menggunakan model pembelajaran Discovery Learning (DL) dengan siswa yang belajar secara konvensional. Data tersebut dilihat dari nilai rata-rata akhir yang diperoleh setelah diberi perlakuan. Nilai rata-rata kelas eksperimen setelah diberi perlakuan dengan model pembelajaran Discovery Learning sebesar 76,27, sedangkan nilai rata-rata kelas kontrol setelah diberi perlakuan pembelajaran konvensional sebesar 67,00.Kata Kunci:Discovery; Learning; GelombangElektromagnetik; Spektrofotometri UV-Vis.

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