Discovery Learning: Difference between revisions
Tanvivartak (talk | contribs) (Created page with "= Overview = Discovery learning is learning approach encouraging students to discover and learn through their own experiences rather than being taught through direct instruction. In discovery learning, students are provided with a problem or challenge and can explore and experiment to find a solution. This approach emphasizes the process of discovery rather than simply memorizing information <ref> Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 3...") |
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== Discovery learning and Games == | |||
Learning environments like games allow students to discover new rules and ideas rather than memorizing the materials that others have presented. For example, simulation games enable students to interact with the game by exploring and manipulating objects to test their hypotheses. Thus, while experiencing the game world, students become active participants in learning, and their motivation may shift from extrinsic to intrinsic rewards <ref> Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21 – 32. </ref>. | |||
= Critique and Design Implications = | = Critique and Design Implications = | ||
= Conclusion = | = Conclusion = | ||
Latest revision as of 21:01, 23 February 2023
Overview[edit | edit source]
Discovery learning is learning approach encouraging students to discover and learn through their own experiences rather than being taught through direct instruction. In discovery learning, students are provided with a problem or challenge and can explore and experiment to find a solution. This approach emphasizes the process of discovery rather than simply memorizing information [1].
Example[edit | edit source]
Evidence[edit | edit source]
Discovery learning and Games[edit | edit source]
Learning environments like games allow students to discover new rules and ideas rather than memorizing the materials that others have presented. For example, simulation games enable students to interact with the game by exploring and manipulating objects to test their hypotheses. Thus, while experiencing the game world, students become active participants in learning, and their motivation may shift from extrinsic to intrinsic rewards [2].