Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.
When the learner/Performer has the education and/or experience to know – well enough – what they really need to know – and they really know what they do know and do not know – and how to tell Stuff from Shinola (as THAT saying goes) – THEN – Discovery Learning is the way for them to go.
But otherwise … no.
Head “Em Off at the Pass
With Direct Instruction.
When they don’t know well enough – what they really need to know – and they don’t really know what they do know and do not know – and they don’t know how to tell Stuff from Shinola (as THAT saying goes) – then Guided Instruction is the way to go.
From the Research…
Discovery Learning is Not Generally Effective
Discovery learning (also known as problem-based learning, inquiry learning, experiential learning and constructivist learning) hypothesizes that people learn best in an unguided or minimally-guided environment. That is, they learn best, NOT when they are presented with essential information, but when they discover or construct essential information for themselves.
From Will Thalheimer at: http://www.debunker.club/discovery-learning-is-not-effective.html
Why Unguided Learning Does Not Work:
An Analysis of the Failure of Discovery Learning, Problem-Based Learning, Experiential
Learning and Inquiry-Based Learning (2004)
- Paul Kirschner
Open University of the Netherlands / Educational Technology Expertise Center
- John Sweller
University of New South Wales
- Richard E. Clark
University of Southern California / Rossier School of Education
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
- Paul A. Kirschner
- John Sweller
- Richard E. Clark
Free Resources From Me
My 1999 book: lean-ISD (PDF) – here.
For focussing on the Performance Competency Requirements…
Other Free Resources
CAD – Training Mag – 1984 – 6 page PDF – the first publication about Curriculum Architecture Design via a Group Process – published in Training Magazine in September 1984. Original manuscript (30 pages) – How to Build a Training Structure That Won’t Keep Burning Down.
Models and Matrices- NSPI PIJ -1984 – 5 page PDF – the first publication of the performance and enabler analysis methods for ISD, from NSPI’s (ISPI’s) Performance & Instruction Journal, November 1984.
Perf Modeling & Enabler Analysis – HR-Com – 2003 – 17 page PDF – an online publication at HR.Com in 2003 covering the analysis of both Performance Competence Requirements and the Enablers – part of my ISD (PACT) and Performance Improvement (EPPI) methods.
CAD – ASTD – 2004 – 5 page PDF – an overview of when to do a Curriculum Architecture Design effort, the outputs of the effort by phase, and the 4 phases of a Curriculum Architecture design effort, published in ASTD’s Links in 2004.
Modeling Mastery Performance and Systematically Deriving the Enablers for Performance Improvement – by Guy W. Wallace, CPT – Chapter 11 of the Handbook of Human Performance Technology – 3rd Edition – 2006. This methodology was first published in this 1984 article in ISPI’s (then NSPI’s) PIJ in November 1984.
Performance-based ISD – ISPI PX 12-part Series – 2007 – 122 page PDF – an update in 12-parts to my 1999 book: lean-ISD – which covers my ISD methods: The PACT Processes for T&D, Learning and Knowledge Management. Published in ISPI’s PerformanceExpress during the 12 months of 2007.
Additional Resources From Me
These 6 are for the most part updates and reconfigurations of my prior books.
For more information and how to order these 6 and some of my other books – please go – here.
It’s Not All About Learning – It’s All About Performance
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