A Review of Discovery

Learning by discovery is the result of a rebellion against the authoritarian, lecture, or tell-to-do method of teaching. In this article learning by discovery is described as any learning situation in which the learner completes a learning task without extensive help from the teacher. In discovery learning the teacher's role may vary from careful guidance to no guidance at all.

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Kohti yhteiskehittelyä

Ainedidaktiikka ◽

10.23988/ad.90760 ◽

2021 ◽

Vol 5 (2) ◽

Author(s):

Henna Lahti ◽

Sini Davies

Keyword(s):

Discovery Learning ◽

Manufacturing Processes ◽

Apparel Design ◽

Design Problems ◽

Smart Clothing ◽

Video Recordings ◽

Teacher’S Role ◽

Design And Manufacturing ◽

Teacher's Role ◽

Level Analysis

Artikkelissa tarkastellaan peruskoulussa toteutettua keksintöprojektia, jonka aikana oppilasryhmä suunnitteli ja toteutti älyvaatteen. Tutkimus on osa laajempaa tutkimushanketta, jossa koulua kehitetään keksivänä ja innovatiivisena yhteisönä. Tässä tutkimuksessa selvitetään, miten oppilasryhmän älyvaatteen suunnittelu- ja valmistusprosessi eteni ja mikä rooli opettajilla oli prosessin aikana. Tutkimusaineisto sisältää yhdeksän opetuskerran videoinnit. Videoaineistoon tehdyn makroanalyysin perusteella kartoitettiin kaikki ne opetustilanteet, joissa ilmeni vuorovaikutusta opettajan ja oppilaiden välillä. Teoriaohjaavaan analyysiin pohjautuen erotellaan ja tulkitaan vuoro-vaikutuksen erilaisia muotoja. Tutkimustuloksissa korostuu opettajan rooli sekä vaatteen yhteiskehittelyssä että oppilaiden toiminnan ohjaamisessa. Yhteiskehittelyn toteutuminen edellyttää riittäviä aika- ja taitoresursseja sekä motivaatiota ratkaista haastavia suunnitteluongelmia. Towards co-creation: Observations of the teacher's role in the smart clothing project Abstract In this article we examined an invention project in a comprehensive school where a group of pupils designed and manufactured a set of smart clothing. The study is a part of a wider research project in which the school is being developed as an inventive and innovative community. In this study we analysed how the design and manufacturing processes of the smart clothing proceeded and what roles the teachers had during the process. The research data comprised video recordings of nine project sessions. All the teaching episodes containing interactions between the teacher and the pupils were surveyed as part of the macro level analysis. Based on the theory-driven analysis, the different forms of the interaction were identified and interpreted. In the results, the nature of the teacher's role emerged in both the co-creation of the smart clothing and in directing the pupils' actions. Successful co-creation requires enough time, skill, and motivation to solve challenging design problems. Keywords: discovery learning, e-textiles, apparel design, smart clothing

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KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽

10.35316/edupedia.v3i2.257 ◽

2019 ◽

Vol 3 (2) ◽

pp. 17-27

Author(s):

Dian Noer Asyari

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Learning Tools ◽

Learning Situation ◽

Guided Discovery

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

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An Experimental Approach to the Introductory Political Science Course

News for Teachers of Political Science ◽

10.1017/s0197901900004980 ◽

1982 ◽

Vol 35 ◽

pp. 9-11

Author(s):

William McClure ◽

Michael Stohl

Keyword(s):

Higher Education ◽

Political Science ◽

Experimental Approach ◽

Expert Knowledge ◽

Educational Process ◽

Introductory Course ◽

Teacher’S Role ◽

Teacher's Role ◽

Receiver Model ◽

To Receive

The conventional introductory course rests upon the pedagogical assumption that the teacher's function is to transmit information (or knowledge) and that the student's function is to receive it. According to this transmitter-receiver model of the educational process, teaching begins with a “knower” who “transmits” what he knows to a “learner.” In higher education, certain euphemisms are employed to soften and furnish a color of legitimacy to this model: the teacher is a “scholar,” and “authority,” in his field; he possesses an “expert knowledge” which the student has come to school to “learn“; the student is the “learner.” The teacher's role, accordingly, is the active one of transmitting information and the student's role, accordingly, is the passive one of receiving and recording (or memorizing) this information.

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Teacher's Role in educational change

British Journal of In-Service Education ◽

10.1080/0305763840110103 ◽

1984 ◽

Vol 11 (1) ◽

pp. 14-25 ◽

Cited By ~ 5

Author(s):

R. Vandenberghe

Keyword(s):

Educational Change ◽

Teacher’S Role ◽

Teacher's Role

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“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours

Australasian Journal of Special Education ◽

10.1017/s1030011200024994 ◽

2003 ◽

Vol 27 (1) ◽

pp. 29-45

Author(s):

Gwyn Symonds

Keyword(s):

Parent Education ◽

Positive Reinforcement ◽

Sense Of Self ◽

Body Awareness ◽

Teacher Reflection ◽

Teacher Response ◽

Teacher’S Role ◽

Acting Theory ◽

Teacher's Role ◽

Challenging Behaviours

This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.

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