RESEARCH PAPER TEMPLATE

North American University

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

Name: Seviye Duran Date: 4/14/2022

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?

Discovery learning is an approach to learning that can be facilitated by particular teaching methods and guided
learning strategies (Castronova, 2002). With innovations, new problems, and requirements, the new century is
looking for a generation of good critical thinkers and problems solvers. Critical thinking skills connect teacher
and student interaction as reciprocal interaction and horizontal communication should exist in the learning
process (Bustami, Riyati, & Julung,2019; Gunduz, Alemdag, Yasar, & Erdem,2016; Ristanto,Djamahar,
Heryanti, & Ichsan, 2020).

Traditional learning could not fulfill these requirements, and students need to own their learning process with
the help of teachers as guides and facilitators. The discovery learning process has been promising by
encouraging hands-on activities and more student-centered instructions. There are three main attributes of
discovery learning 1) exploring and problem-solving to create, integrate, and generalize knowledge, 2) student-
driven, interest-based activities in which the student determines the sequence and frequency, 3) activities to
encourage integration of new knowledge into learner’s existing knowledge base (Bicknell-Holmes & Hoffman,
2000). According to these attributes, students use critical thinking skills to solve problems by exploring,
experimenting, and deciding on activities. The instructional process is student-centered rather than the teacher.
Students are the owners of their learning process (Castronova, 2002) and learn at their own pace (Bicknell-
Holmes & Hoffman, 2000). Students make connections with their preexisting knowledge and build new
knowledge on the basis of acquired one (Bicknell-Holmes & Hoffman, 2000).

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

Discovery learning has five fundamental differences from conventional teacher-centered education
(Castronova, 2002). Passive learning is replaced with active learning in discovery learning theory
(Mosca&Howard,1997). Students are motivated to solve authentic problems by actively taking a role in their
learning process. While expository teaching is based on teachers (who are believed to be an expert on their
subject) planning and presenting the information in a set timeframe, generally in an atmosphere where students
are passive listeners (Terzi, Eryılmaz, Anadol & Kaya, 2009), in discovery learning students are encouraged to
guide the sequence of their learning.

Learning is process-oriented rather than content-oriented (Castronova, 2002) in the discovery model.
Instruction emphasizes how the content is learned instead of what is learned. The process which motivates
students for more profound understanding is more crucial than the product. Thirdly, discovery learning
supports that failure is an imperative component of learning. However, in the conventional model, students are
penalized and discouraged for their failure. Fourthly, feedback is necessary (Bonwell,1998). Students are
heartened to evaluate their peers. Rather than in silent classrooms, students are motivated to discuss their ideas
for deeper cognitive learning. Lastly, discovery learning feeds students' natural curiosity and learning desire
that helps them internalize their knowledge. Moreover, it has been proven that guided discovery is learning to
be able to enhance curiosity and skills of looking for the answers to high-level problems (Miarsyah & Ristanto,
2019; Sartono et al., 2018).

What educational theories support the discovery learning model?

The main initiators of the discovery approach (Suphi&Yaratan,2016) to learning are Bruner (Denbo, 1994),
John Dewy, Jean Piaget, and Lev Vygotsky based on their constructivist learning theories (Castronova, 2002)
as well as Hilda Taba’s curriculum-based projects on Discovery Learning in the 1960s (Kaufman, 1971).
John Dewey supports the active learning of students. He thinks that students are natural learners and enhance
their knowledge through social interactions, past experiences, and group learning Democracy and Education,
Dewey (1916/1997). Since Dewey's time, more research has been done, and they have just strengthened his
ideas. Jean Piaget is another phycologist that supports discovery learning in To Understand is to Invent (1973).
Piaget was the first to show that children are active builders of knowledge. In his theory of the zone of
proximal development, Lev Vygotsky emphasizes learning can be more effective with the interaction of peers,
parents, and teachers (Castronova, 2002).

What is the most important thing you discovered about discovery learning?

Discovery learning is for the sake of learning rather than just dumping the information into the children’s
minds. Students have some degree of control in their learning process which gives them ownership and
awareness. Moreover, learning makes sense when it is connected with the experiences in their real-life
situations. However, hands-on activities should not be done just for having fun; students should play an active
role and need to use activities to learn how to think critically and solve problems.
How can you apply this method to your future classroom?

I have tried to apply the discovery learning in my classes all the time. Since the schools widely recruit it, the
teachers are encouraged to use discovery learning in their lessons. There are many strategies improved to help
teachers switch their classes more student-centered rather than teacher-oriented. Although I could not be
successful in fully adopting the PBL, I tried to use it in my classes to some degree that motivates students with
authentic scenarios and teach them to solve problems. It has been a challenge for me to determine what degree
students should have freedom in their learning process. That’s why I tried to be more flexible in my lesson
plans and modify them regarding students’ needs. My students have choices in their learning journey, and I
provide them with options to choose from. Thus, the teacher’s role is not boss, just a facilitator and guide. I
believe there is a lot to learn and practice to apply the discovery learning in my classrooms; however, at least I
know that I am on the right path.

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 2- Teaching Diverse Students

1. Teaching all students. Remember that a teacher’s job is to teach all students and assume
an attitude that all students can learn. Research techniques and strategies that can be used to
accomplish this task. Sources of information include the library, the Internet, current journals,
and recent books.

2. Intelligence profile. Evaluate your own intelligence profile according to Gardner. In what
frames of mind (intelligence areas) do you come out strongest?

Chapter 3- Managing Classroom Environment

1. Discipline approaches. Analyze the three approaches to classroom management. Which

approach, if any, do you prefer? Can you put together parts of the different approaches and
come up with an eclectic approach that you think would work for you? Can you identify some
basic concepts that appear to be true of all three approaches?
There are three approaches to classroom management: Self-discipline, Instructional, and Desist. The self-
discipline approach supports that students can be trusted to change and evaluate their actions. It is the teacher's
ability to establish an effective teacher-student relationship (Moore, 2015). Reality Therapy, Teacher
effectiveness training, Inner discipline, and beyond discipline are some of the democratic classroom
management models. The instructional approach claims that well-planned and well-implemented instruction
will prevent most classroom problems. Since most of the discipline issues emerge from the free students or out
tasks, the instructional model can be promising to diminish this problem. The Kounin and The Jones are two
models that support the instructional approach. The Desist approach is a power system that gives teachers full
regulatory power and responsibility to found the discipline. Assertive discipline and behavior modification are
two ideas of this approach.

I believe none of the approaches by itself enough to build classroom management. Each approach can be
harmonized to set an effective discipline environment depending on the student body and school discipline
policies. First of all, it is essential to develop simple and straightforward procedures and reinforce them like in
assertive discipline; however, while enforcing the rules, make sure that students can see the consequences of
their actions and evaluate them. Furthermore, like in desist approach, a teacher should not postpone or ignore
behavior that disrupts the teaching environment. It is imperative that the teacher-student relationship is positive
and respectful for all of the above. Students should feel that the teacher listens to them and value their ideas.
However, this relationship needs time to be built.

In all approaches, effective teaching indeed depends on a positive classroom environment. Discipline is the
fundamental component of this environment, and discipline is not a punishment; it is a system that prevents
misbehavior in the classroom. In these cases, the responsibility to build this environment is shared with both
the teachers and students.

2. Causes of misbehavior. Think back over the classes you have attended in which there have
been disciplinary incidents. List the possible causes for any such misbehavior. How might
knowledge of the causes of these incidents influence a teacher’s actions? Some behavior
problems are teacher created and some are student-centered. Can you think of examples?
I believe the best way to deal with discipline problems is to prevent them; in other words, be proactive
instead of reactive (Moore, 2015). However, in some cases, it is inevitable to have behavior problems.
There are many reasons stated in the textbook for misbehaving, like mistaken goal, home environment, the
teacher’s approach, the student’s personality, or health problems. Some of the reasons above also caused
the incidents that I encountered. When students want attention or express themselves, they might choose a
negative behavior. Too busy or ignorant parents could be another reason; if the student is aware that the
teacher could never reach his/her parents, this could be igniting for misbehavior.
If the teacher can determine the reason for misbehaving, they can find the best way to approach the
problem. For instance, if the cause is gaining attention, the solution is ignoring the student who misbehaves;
however, it is essential that the consequences should not be overlooked. The students should realize that
they get attention or praise when they behave, not misbehave. Whatever the action of the teacher for
misbehaving, it should not be emotional; it has to be professional. The students should realize that his//her
behavior is the cause of the consequence, not she herself.
There are some behavior problems teacher-centered. For example, some teachers might be the bully, but the
way they approach the students is not respectful. This attitude may result in creating hatred and reactions
from the students. Some problems can be student-centered. For example, if a student has a personality that
needs help from an expert to deal with it. In these cases, the teacher should refer the problem to the expert.
Or the student might have health issues that prevent her from paying attention; the teacher can provide an
environment that minimizes the issue.
Chapter 5- Using Classroom Technology

1. How does technology enhance the teacher’s ability to plan instruction? Use one of the
available search engines to explore the web for technological tools such as lesson planning
software, worksheets, puzzle tools, poster and bulletin board production tools, and time
management tools that will assist you in planning.
 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?

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?

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?

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?

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, Joyce A.(2002).Discovery Learning for the 21st Century: What is it and how does it compare to the
traditional learning in effectiveness in the 21st century?

Discovery Learning Method. Invention Land Education. https://inventionlandeducation.com/discovery-

learning-method

Moore, K. (2015). Effective instructional strategies: From theory to practice (4th ed.). Los Angeles

Rizhal & Arin & Ratna (2022, January). Critical Thinking Skills of Environmental Changes: A Biological
Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Sugiarti &Husain (2021, June) An Influence of the Contextual-Based Discovery Learning Model on the
Academic Honesty of High School Students

Suphi & Yaratan (2016,November). Effects Of Discovery Learning And Student Assessment On Academic
Success