RESEARCH PAPER TEMPLATE

North American University

Education Department
EDLE & CUIN
EDUC 5312: CURRICULUM AND INSTRUCTIONAL DESIGN

Name: Elif Ozdeniz Date: 04/17/2023

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. Retrieved 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?

Learning by discovery is a learning method in which students learn at their own pace by
synthesizing their past knowledge with today's knowledge and topics, using the method of actively
problem-solving through discovery or discovery.
Learning opportunities for students include discovery learning, a teaching model, and strategies
that focus on active, hands-on learning (Dewey, 1916/1997; Piaget, 1954, 1973).

How does this form of teaching compare to traditional, teacher-centered instruction?

How does this form of teaching compare to traditional, teacher-centered teaching?
First of all, the most basic difference is that while the traditional education system is teacher-
centered, learning by discovery is student-centered. In other words, the student is more active in
learning by discovery. Since the student takes an active role in the learning process, the internal
motivation is higher and learning at a higher level. It is more permanent in the learned ones.
Since the traditional teaching method includes more verbal teaching method and is teacher-
centered, the student is passive and the learning process is more combative and the efficiency is
lower. Because teacher-student motivation is directly proportional to teacher's follow-up.
In other words, teacher evaluations are mostly based on grades in the classroom and homework
with a high concentration of memorization logic.
The motivation in learning by discovery stems from the activity itself and the excitement of direct
participation, which makes learning fun and increases the motivation we mentioned at the
beginning. We can also say that it is a cycle that continues within itself. And the knowledge learne
from the combination of all these, the experience and motivation gained continue for a longer time
without the need for an external influence and follow-up.
Another positive effect of learning by discovery is that it contributes to the development of positive
social skills, cooperation with fellow students improves team spirit, supports empathy, planning,
analyzing, problem solving, seeing the whole and completing the given task successfully.

The main differences are:

1) Learning is active, not passive (Mosca & Howard, 1997),
2) Learning is process oriented rather than content oriented,
3) Failure is important,
4) Feedback is required (Bonwell, 1998) and
5) Understanding is deeper (Papert, 2000).

Students are active in learning by discovery. Learning is not simply defined as absorbing what is
being said. Students engage in hands-on activities that are real problems.
they need solutions. Students have goals to find answers and learn more (Mosca & Howard, 1997
Second, priority is always given to the process of how the content is learned, rather than the end
product, the learning content.
The main purpose of discovery learning is to learn how to analyze and interpret information to
understand what is what.
Process-oriented learning can be applied to many different topics rather than producing a single
correct answer that matches a single question.
typically found in content-oriented learning. Exploratory learning pushes students to a deeper leve
of understanding of learning.
Emphasis is placed on the mastery and application of inclusive skills (Bonwell, 1998).
Third, failure to learn by discovery is seen as a positive situation (Bonwell, 1998). Discovery
learning
It highlights the popular lesson learned from Thomas Edison. Thomas Edison is said to have tried
1,200 designs
for bulbs before finding a bulb that works (Love, 1996). When someone asked Edison if he felt
discouraged by so many failures, he said he was never discouraged because he had learned a
thousand things.
There is no such thing as failure in learning by discovery, everything is new information, new
experience and encouragement to different perspectives. Cognitive psychologists have shown tha
failure is central to learning (Schank & Cleary,
1994).
Fourth, learning by discovery is an opportunity for feedback in the learning process (Bonwell,
1998). Together with other students, the student's learning of knowledge develops, deepens and
becomes more permanent through discussion of the subject (Schank & Cleary, 1994). Without the
opportunity for feedback, learning is always incomplete.
Unlike traditional classrooms where silence is expected
Students are encouraged to discuss their ideas to deepen their understanding.
Learning by discovery, which brings all these differences together, provides deeper learning
opportunities.
When students go through a natural process to understand the concepts, they internalize the
concepts (Papert, 2000).
Learning by invention is a natural part of human beings (Percy, 1954).
Duckworth (2009) insisted that teacher-centered learning actually hinders the educational
development of students. In a student-centered classroom, students actively learn and
They learn how they learn and when they learn.
An important advantage of the discovery learning method is its capacity to motivate students. by
discovering
learning allows students to seek information that satisfies their natural curiosity.
It allows students to explore their desires and ultimately create a more engaging learning
environment. In simple terms,
Exploratory learning makes learning fun (Schank & Cleary, 1994).
What educational theories support the discovery learning model?
It was developed by John Dewey (1916/1997), Jean Piaget (1954, 1973) and Lev Vygotsky (Rice
Wilson, 1999).
It is these theories that form and support the basis of learning by discovery. And all of this, active
learning,
defines it as process-based and collaborative.
John Dewey
In Democracy and Education, Dewey (1916/1997) defines learning as a combination of knowledge
and ideas. learning students
they emerge from interacting with other learners in a community and they build their knowledge b
applying and their experience is very important.
According to Dewey, children
naturally actively motivated to learn, and this training only served to make more learning possible
(Bedding,
2000). Believing that mental development is achieved through social interaction. Dewey saw
children as: Instead of learning by taking ready knowledge
they should be actively involved in the learning process.
Jean Piaget
(1973), Piaget argued that understanding comes from discovery and
The understanding of production and creativity is lost and the individual falls into the trap of only
repetition. Piaget theorized that children do not think in the same way as adults (Papert, 2001).
According to Piaget, "Children were active knowledge builders, not "empty vessels" to be filled with
knowledge".
Lev Vygotsky
Lev Vygotsky especially emphasized the interaction of children with other people in cognitive
development and the impact of cultural and social influences on cognitive development (Rice &
Wilson, 1999). Vygotsky
According to the theoretical concept of the zone of proximal development,
There is a difference between helping what a child can achieve alone and what a child can achiev
alone.
Especially mental age, a child has the ability to solve more complex problems than is possible in
school, if the child has peers, teachers and parents who will help form the necessary experiences.
A good example of this theory is a kindergarten child who is taken to many different cultural
settings.
experiences discussed by a parent. The child will have a larger vocabulary, be able to relate to
much more of the new content presented in the classroom, and will be more willing to learn (Rice &
Wilson, 1999).
This may seem very bright for a five-year-old, but he has an average IQ. The difference is that the
child has
had above-average experience on which to base new information.
It can enhance teaching in the classroom where a student is in the developmental stage and
enhances the child's experiences for richer exploration.

What is the most important thing you discovered about discovery learning?
The most important thing I discovered about learning by discovery is that if the student is
successful in actively participating in the learning process, the learning process will be many times
more efficient. Instead of giving ready-made information, they should be supported to open ways
that they can learn by discovering.
How can you apply this method to your future classroom?
I can apply this method to my future class in five steps.
1) Assigning assignments to spark curiosity
For example, to start with a question riddle that will pique their curiosity. Giving a certain amount o
time to research the answer
2) To enable students to progress themselves
Some of the best discovery learning projects can be done alone or with a group of friends. I will
give your students a problem or research topic
. I will encourage them to use technology as part of their research and then provide feedback to th
class.
to see what everyone is learning and discover together and to increase the excitement and
motivation of knowledge sharing.
3) Data-based projects
I plan to assign relevant data and encourage students to research, ask questions, and create the
own data and conclusions. Knowing how to analyze data objectively will only help them
I want to show them not only what they're learning, but also how powerful their data analysis skills
are outside of the classroom.
4) A virtual dissection
Sometimes hands-on materials are hard to find (or buy). Instead, use a virtual review for
encouragement. It's necessary to show students how things work. Students will learn that they can
do research and ask questions without having to obtain any documents.
5) Encourage mistakes and productive struggle
Errors are inevitable when students take control of their own learning. But I want to show them to
understand that their mistakes are part of the discovery and not be afraid to make mistakes.
By providing timely feedback, correcting mistakes quickly and constantly encouraging students, I
hope to make students understand that they can overcome difficult problems.
Part 2. ADDITIONAL CHAPTERS
 Select one of the following chapters to conduct research: Chapter 2, 3, 5 or 12. Revie
the chapter and respond to related questions for that chapter by conducting your ow
research.
Chapter 12- Teaching Effective Thinking Strategies
1. Teaching methods. What teaching methods and procedures can be used to improve
students’ critical thinking abilities? Creative thinking abilities?

One of the greatest needs of the 21st century is critical thinking. We can characterize it as
researching and developing different perspectives by doubting the accuracy of evaluating a
subject or information from different perspectives. We need to start teaching our students to
think critically from elementary school. In other words, learning from all aspects by
researching the correctness of any information, not learning it protected.

A well-crafted critical thinker:

- Raises important questions and problems and creates clear and complete descriptions of
them;

-Collects and evaluates relevant information, uses abstract ideas to interpret effectively;

-Does research to reach reasoned conclusions and solutions, tests them according to
relevant criteria;

-Thinks with an open mind within alternative thinking systems, evaluates their assumptions
and inferences when necessary, and changes them if necessary;

- Communicates effectively with others to find solutions to complex problems.

So what can we do to develop critical thinking in our students?

1- Verify the Facts

Students must first know why something should be believed.

For this reason, teachers should allow students to question the following questions.

Do I know enough about the subject to be able to evaluate this claim? What evidence do I
have? Is there an authority I can trust on this matter? Getting these questions asked is the
first step in critical thinking. It allows the student to think about any subject to search for the
truth.

We should present a current problem to our student.

- For example, we know that the use of plastic products is harmful, but why still people in
developed countries use plastic cups, plates, cutlery, as part of ready-made food. Is plastic
really harmful?

Support the Discussion of Different Views

Students learn, in part, by comparison. Therefore, understanding how others think

encourages students to reflect on problems and issues. Contrasting ideas and evidence
allow for new ways of thinking. Therefore, teachers should ensure that students are
comfortable with voicing different perspectives on the same topic.

It can create a discussion environment in the classroom about certain topics. The topic bein
discussed can be the course itself, its content or even the way it is taught. The aim here is t
create a free environment where everyone can freely express their opinions. In critical
 thinking, it is important to keep our beliefs constantly updated in the face of the changing
world around us.

Let's divide the class into two groups and create a discussion panel.

If the other group thinks that the news is not harmful and that the news is exaggerated too
much, let them argue with the evidence why this is not so.

Step Three: Remember Authority Can Be Wrong

Authority, whether academic, politician, or entrepreneur, must be able to demonstrate how

they question and update their own thinking processes.

Students can understand that their authorities can also be wrong by investigating scientific
evidence that was once widely accepted but has changed over time. What the teacher
should do here is to support the students to adopt the attitude of a critical thinker who
questions all kinds of authority.

Because our students are skeptical of what is written for a detailed research in this process
and they do this process voluntarily, situation awareness will be formed, they will learn
conscious orientation towards the goal, they will be able to recognize the pattern, they will
develop their ability to create a rich mental picture, and the most important thing is to learn
lifelong.
Time is valuable to all of us, but your ability to objectively analyze and evaluate complex
issues and situations will always be useful throughout our lives.

2. Thinking. What type of thinking is emphasized in most schools? Is critical thinking

rewarded? Creative thinking? Is school success based on students’ ability to think critically?
Creatively?
Although critical thinking is a central concept in educational reforms that call for schools to
put more emphasis on critical thinking, it has not been very successful.
If teaching critical thinking to students is successful, they will have acquired skills that are
used in all subject areas and that students can apply in all educational, career and civic
settings.
Critical thinking skills are essential for education and this is a great opportunity for students
to develop and use.
Wouldn't it be nice to have the kids read the stories and rewrite parts (if not the whole stor
for example? "politically correct" by today's standards
The use of the word "lady" as "woman", or even "woman", changing business stereotypes,
etc. It can lead to interesting dialogues.
Even if stories don't need to be published through "politics"
"mill of truth", an assignment can be created to have them identify certain aspects that mak
or break a story, and
Why might the story (or stories) they read be interesting or not interesting for today's
students?
 3. The environment. What type of classroom environment would be conducive to developing
critical thinking? Creative thinking? What problems can you foresee in establishing this
environment?

It is essential that teachers create a classroom environment in which students are encouraged to
examine assumptions.

Through teacher-student and student-student interactions, important questions can be asked and
their reasons evaluated.

The following types of classroom environments will be conducive to developing critical thinking.

If the seating arrangement is arranged so that the students share the "stage" with the teacher and
everyone can see and interact with each other, this helps to minimize the passive, receptive mode
many students adopt when they are all facing the teacher.
Classroom uses of listening centers, technology learning centers, and virtual field trips can also
help to develop critical thinking skills.

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:

 Vandegrift, M. (n.d.). [Digital Research] [services] in 21st century - leading research, teaching and
learning. The Winnower. https://doi.org/10.15200/winn.146230.06254

 Moore, K. D. (2014, January 15). Effective instructional strategies: From theory to practice. Google
Books. https://books.google.com/books/about/Effective_Instructional_Strategies.html?
id=qA5EBAAAQBAJ

 Your daily learning platform. Discovery Education. (2023, May 9).

https://www.discoveryeducation.com/

 Rum Tan    Rum Tan is the founder of SmileTutor and he believes that every child deserves a smile.
Motivated by this belief and passion. (2017, May 12). https://smiletutor.sg/how-to-develop-critical-
thinking-skills-in-your-students/