Strategies for Discovery LearningEssay Preview: Strategies for Discovery LearningReport this essayI agree in theory that the objective method, what we now call discovery learning, is the most effective way for children to acquire the skills and concepts necessary to become scientifically literate adults. However, in many classrooms teachers are still struggling to build a discovery-based science curriculum. There is an urgency today that makes acquiring science skills even more important now than they were before. In this hi-tech age, knowing how to acquire and evaluate information and how to use it to understand and solve problems is a requirement for most jobs our students will have as adults.
Lorenstein, Mary L. (July 12) “Lecture II, Part I: Discovery for Children and Educators. “Scientific Literacy, Teaching, and Learning: The Science Role in the Learning and Education of Adults in Postdoc and Junior School” Journal of Elementary and Secondary Education: A Symposium Series on Science Science. August 2015. Web. 23 Nov. 2010. http://www.sci.nasa.gov/lecture/lecture.html
(accessed August 8, 2016).
This symposium provides an important start for educators with a serious interest in science and the basic science of knowledge-based learning. It provides a new opportunity for teachers, teachers’ organizations, and education professionals to build scientific literacy for their students but also to teach about the science as it will improve both the learning experience and the knowledge of parents, who will receive the benefits of improved information about science and the important role it plays in science-based learning.
Lorenstein, Mary L. (June 30) “Learning Through a Theory: Understanding Language in Science Fiction and Mystery Series” “Journal of Science Fiction and Fantasy: A New Field in Science Fiction Education, A Review of Science Fiction Authors” (Census Science Fiction Publishers, 2011), http://www.jstor.org/papers/a11.htm. Accessed by September 13, 2016. Web. 8 Dec. 2011. http://www.census.org/dps/jstor/.
This symposium provides an important start for educators with a serious interest in science and the basic science of knowledge-based learning. It provides a new opportunity for teachers, teachers’ organizations, and education professionals to build science literacy for their students but also to teach about the science as it will improve both the learning experience and the knowledge of parents, who will receive the benefits of improved information about science and the important role it plays in science-based learning.
Nathan, Charles C., and Christopher Heide-Wolff (July 23) “Researching Science on the Internet and in Search” “Journal of the American Academy of Arts and Sciences” (AACAMS, 2013), www.aal.umass.edu/pubmission/2013/13/. Accessed by September 13, 2016. Web. 9 Apr. 2014. http://www.acams.org/publications/arXiv/1706.13868.1435.htm
Lorenstein, Mary L. (July 12) “Lecture II, Part I: Discovery for Children and Educators. “Scientific Literacy, Teaching, and Learning: The Science Role in the Learning and Education of Adults in Postdoc and Junior School” Journal of Elementary and Secondary Education: A Symposium Series on Science Science. August 2015. Web. 23 Nov. 2010. http://www.sci.nasa.gov/lecture/lecture.html
(accessed August 8, 2016).
This symposium provides an important start for educators with a serious interest in science and the basic science of knowledge-based learning. It provides a new opportunity for teachers, teachers’ organizations, and education professionals to build scientific literacy for their students but also to teach about the science as it will improve both the learning experience and the knowledge of parents, who will receive the benefits of improved information about science and the important role it plays in science-based learning.
Lorenstein, Mary L. (June 30) “Learning Through a Theory: Understanding Language in Science Fiction and Mystery Series” “Journal of Science Fiction and Fantasy: A New Field in Science Fiction Education, A Review of Science Fiction Authors” (Census Science Fiction Publishers, 2011), http://www.jstor.org/papers/a11.htm. Accessed by September 13, 2016. Web. 8 Dec. 2011. http://www.census.org/dps/jstor/.
This symposium provides an important start for educators with a serious interest in science and the basic science of knowledge-based learning. It provides a new opportunity for teachers, teachers’ organizations, and education professionals to build science literacy for their students but also to teach about the science as it will improve both the learning experience and the knowledge of parents, who will receive the benefits of improved information about science and the important role it plays in science-based learning.
Nathan, Charles C., and Christopher Heide-Wolff (July 23) “Researching Science on the Internet and in Search” “Journal of the American Academy of Arts and Sciences” (AACAMS, 2013), www.aal.umass.edu/pubmission/2013/13/. Accessed by September 13, 2016. Web. 9 Apr. 2014. http://www.acams.org/publications/arXiv/1706.13868.1435.htm
Cooperative learning is an important strategy used to promote discovery learning. Cooperative learning has three distinct goals: academic achievement, acceptance of diversity through interdependent work, and development of cooperative social skills.
There are numerous approaches to cooperative learning and each proceeds in somewhat different ways. However, in general, a cooperative learning lesson has six phases. The teacher begins the lesson by presenting the goals of the lesson, motivating students, and connecting the approaching lesson to previous learning. Procedures, timelines, roles and rewards are described. Required group processes or social skills may also be taught at the beginning of a cooperative learning lesson.
In phase 2 the teacher initiates the acquisition of the academic content that is the focus of the lesson. This may be done verbally, graphically, or with text. The teacher during phase 3 explains how the teams are formed and helps students make transitions into their groups. Phase 4 is teamwork. Students work together on cooperative tasks and the teacher assists students and groups, while reminding them of their interdependence.
The final phases of a cooperative learning lesson consists of phase 5 (assessment) and phase 6 (recognition). The teacher tests student knowledge or groups present their work. Individual students and groups are assessed on cooperation as well as academic achievement. The effort of individuals and groups are recognized through displays, newsletters, presentations, or other public forums.
The learning environment for cooperative learning differs clearly from the traditional individualistic classroom environment. Students assume active roles and take responsibility for their own learning. The social atmosphere is collaborative and respectful of differences. Students learn group processes and problem-solving skills and become more