RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN

Name:NAZIFE AKTAS Date: MARCH 12, 2017

Instructional Project 3

Directions:

This is a research assignment. Use your textbook, web articles, and NAU library
to conduct research when writing this paper.

Use APA style references and in-text- citations. You need to use at least 3
different resources besides Castronova (2002), and Moore (2015).

Part 1. DISCOVERY LEARNING:

Download and read the following article:

Castronova, J. A. (2002). Discovery learning for the 21st century:

What is it and how does it compare to traditional learning in
effectiveness in the 21st century. Action Research Exchange, 1(1), 1-
12. Retrived from http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf
After reading this article and conducting additional research, answer
to the following questions.

What is discovery learning?

Discovery Learning is new way of learning that encourages students to learn through
their discovery with the help of teacher as a facilitator. Bicknell-Holmes and
Hoffman(2000) describe the three main attributes of discovery learning as
1. exploring and problem solving to create, integrate, and generalize knowledge,
2. student driven, interest-based activities in which the students determines the sequence
and frequency, and
3. activities to encourage integration of new knowledge into the learners existing
knowledge base
How does this form of teaching compare to traditional, teacher-centered
instruction? There are many difference between traditional and discover learning. The
first difference is that in a traditional learning, students are passive learner, not active.
Learning is not defined as simply absorbing what is being said or read, but actively
seeking new knowledge. Students are engaged in hands-on activities that are real
problems needing solutions. The students have a purpose for finding answers and
learning more (Mosca & Howard, 1997).
The other difference is that traditional learning is content oriented while discovery
learning is processes oriented. According to Bonwell (1998), process-oriented learning
can be applied to many different topics instead of producing one correct answer to match
one question that is typically found in content-oriented learning. Discovery learning
pushes students to a deeper level of understanding. The emphasis is placed on a mastery
and application of overarching skills.
Thirdly, failure is not a bad thing , and an important element of leaning processes.. In
fact, if a student does not fail while learning, the student probably has not learned
something new (Schank & Cleary, 1994).
The forth difference is that feedback is necessary based on discovery learning. Without
feedback, learning considered incomplete. While traditional learning expects students to
listen quietly, discovery learning encourages students to discuss their ideas to improve
their understanding.
Lastly, discovery learning provides deeper understanding since it involves students
interests, needs, and curiosity into learning processes.

What educational theories support the discovery learning model?

John Dewey (1916/1997), Jean Piaget (1954, 1973), and Lev Vygotsky (Rice & Wilson,
1999) are the educational theories serve as the foundation to discovery learning approach.
In Democracy and Education, Dewey (1916/1997) describes learning as action where
knowledge and ideas emerge as learners interact with other learners in a community and
build their knowledge by applying conclusions from past experiences that had meaning
and importance.
In To Understand is to Invent (1973), Piaget wrote that understanding comes from
discovery and that without understanding production and creativity are lost and the
individual is caught in only repetition. Piaget theorized that children do not think with the
same logic as adults (Papert, 2001).
Theoretical concept of the zone of proximal development, the other concept of discovery
learning, was introduced by Lev Vygotsky. In this concept, Vygotsky stated that in what a
child can accomplishment in isolation and what he or she can accomplish with assistance
is different.

What is the most important thing you discovered about discovery learning?
Even taught it seems like discovery learning increases student participation and
achievement, there are still some signs of weakness to be considered todays education.
The first thing it came to my mind that since discovery learning requires plenty of time
for some students, it is not possible to cover the course materials in 180 days. The
teachers role in discovery learning is to teach processing skills and guide students as
they build inquiry skills, and allow them do discover and learn. However, It is not
possible to allow the time they needed for discovery learning environment. Also, class
sizes are too large to implement one-on-one instruction that recommended as a key
component of discovery learning. On the other hand, with a smaller class, it will be
difficult to interact with other students and learn from collective experience. Briefly,
current school structure, in terms of curricula, class size, and grade level expectations
stays as a barrier to implement discovery approach in the classroom.

How can you apply this method to your future classroom?

There are many ways to implement this method into our classroom. I believe the use of
technology and internet makes discovery learning easier. Simulation-based learning is
essentially role-playing. Students are given an artificial environment that allows for
the opportunity to develop and practice a complex set of skills or witness the
application of abstract concepts (Bicknell-Holmes & Hoffman, 2000). The benefit of
students learning in a simulation rather than a real- life situation is that time and or
the natural environment can be manipulated to guide discovery (Bicknell-Holmes &
Hoffman, 2000). As a former science teacher, I would like to apply simulation based
learning into my classroom. That way, students dont have to worry about the impact of
failing in a simulation. With this method, we will be able to allow for things to occur that
would be impossible in real life. For example, I can assign roles to my students as a part
of space mission.

Part 2. ADDITIONAL CHAPTERS

Select one of the following chapters to conduct research: Chapter 2,
3, 5 or 12. Review the chapter and respond to related questions for
that chapter by conducting your own research.
Chapter 5- Using Classroom Technology
How does technology enhance the teachers ability to plan instruction?
Use one of the available search engines to explore the web for
technological tools such as lesson planning software, worksheets and
puzzle tools, poster and bulletin board production tools, and time
management tools that will assist you in planning. Share your findings with
your class.
Technology tools for visualizing, modeling, and simulating help teachers to design their
lesson plans easily. With the use of technology tools, students can experiment, observe
phenomenon and view results in graphic ways and give immediate feedback that help
them understand the concept better. It also helps to make learning is a fun process and
engage students to stay on task and result less behavioral problems in the classroom.
Technology also changes the way teachers teach, offering educators effective ways to
reach different types of learners and assess student understanding through multiple
means. It also enhances the relationship between teacher and student. When technology is
effectively integrated into subject areas, teachers grow into roles of adviser, content
expert, and coach.( Why Integrate Technology into the Curriculum?,2008)
Google Classroom is the one of the most popular technology tool that being used among
teachers. The followings are the several advantages of using Google Classroom.
Align curriculum with other teachers.
 Communicate assignment criteria with students.
Let students ask questions privately.
Let students create their own digital portfolios of their favorite work.
Create a test that grades itself using Google Forms.

Post an announcement for students, or students and parents.

Post an announcement for students, or students and parents.

Encourage students to use their smartphones for formal learning. By accessing

documents, YouTube channels, group communication, digital portfolio pieces and
more on a BYOD device, students will have a chance to see their phone as
something other than a purely for-entertainment device.

Provide student with feedback.

Create groups based on readiness, interest, reading level, or other factors for
teaching and learning.
Design digital team-building activities.
2. Technology offers tools that can help students learn. To what technology
should students have access? Do you have any educational concerns about the
use of these technologies in schools? If so, what are they? If not, why not?
No matter how the Chromebook is classified, its definitely filling a gap that addresses
specific educational needs.(Schaffhauser, 2015).
This year, because its convenience, ease of use, and relatively low cost, our high school
decided to provide Chromebooks to all of our seniors and juniors. One of the favorite
science simulation tools that our science teachers use is that Brain Pops Virtual
Microscope lab. Students are able to practice before they examine specimen under the
microscope. Many teachers use Google Classroom as a part of their curriculum. Some
others use google form to let students to complete surveys. Google Calendar notification
is the one of the front office staffs favorite.
I believe that providing technology to students in a classroom was a great choice.
However, I do still have couple concerns with it. As a mom and educator, my first
concern is that it is easy to reach inappropriate or violent content. If the students share the
content with other students in a class, this could cause big problems. My other concern is
that youths become attached to their screen 24/7 which causes social issues. More and
more students are experiencing social anxieties when it comes to face to face interactions,
but are perfectly fine socializing online. Cyberbullying is another real problem that
todays students faced. Unfortunately, there is no way to track or monitor students who
involved. Attentiveness drops drastically in the classroom when students have their cell
phones or other technologies out. The focus shifts from their teacher and education, to
whatever they are looking at, playing, or doing on their phones.( Advantages and
Disadvantages of Technology, 2015)
Part 3. REFERENCES:
Cite at least 5 References in APA.
You need to use at least 3 different resources besides Castronova
(2002), and Moore (2015).
You may use http://www.citationmachine.net/apa/cite-a-journal for
citing your sources in APA style.

References:
Castronova, J. A. (2002). Discovery learning for the 21st century: What is it and
how does it compare to traditional learning in effectiveness in the 21st century.
Action Research Exchange, 1(1), 1-12. Retrived from
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.594.6363&rep=rep1&type=pdf

Heick, T. (2016, March 20). 60 Smarter Ways To Use Google Classroom.

Retrieved March 19, 2017, from http://www.teachthought.com/the-future-of-
learning/technology/60-smarter-ways-to-use-google-classroom/
E. (2008, March 17). Why Integrate Technology into the Curriculum?: The
Reasons Are Many. Retrieved March 19, 2017, from
https://www.edutopia.org/technology-integration-introduction
Schaffhauser, D. (2015). 3 Reasons Chromebooks Are Shining in Education. T H
E Journal, 42(3), 22-23.
10 Advantages and Disadvantages of Technology in Education. (n.d.). Retrieved
March 19, 2017, from https://futureofworking.com/10-advantages-and-
disadvantages-of-technology-in-education/