Relevancy to Adult Learning...with an asterix*
Discovery-based learning is relevant to the field of Adult Education as this method embraces a number of Merrill’s first principles of instruction (Raleigh and Carr-Chellman, p. 52) which are deemed to promote learning. The materials in many discovery-based learning strategies are developed to represent real-life problems or scenarios or, at the very least, require the learner to call upon those real situations as they work through the material. Activation can be seen also when working through the material as learners are asked to draw upon their experiences and relate them to the concept being taught. If developed correctly, a discovery approach can ensure that application and integration is incorporated as part of the “discovery” experience. The ability to apply the first principles is largely dependent on how the materials are built within this approach.
Although largely effective in embracing the first principles of instruction, this method has come under some scrutiny on its ability to deliver against learning outcomes, specifically as a method used on its own. Alfieri et al. suggest that there are 2 types of discovery-learning, assisted and unassisted (p.2). Unassisted meaning that it is primarily the only instructional method used in a learning situation versus assisted which is discovery-based learning used in combination with other strategies. The literature does suggest that if appropriately combined with other methods (assisted) such as discussion, teacher-centered instruction, coaching and demonstration, it can be very effective in delivery learning outcomes. (Alfieri et al., p.2)
Although largely effective in embracing the first principles of instruction, this method has come under some scrutiny on its ability to deliver against learning outcomes, specifically as a method used on its own. Alfieri et al. suggest that there are 2 types of discovery-learning, assisted and unassisted (p.2). Unassisted meaning that it is primarily the only instructional method used in a learning situation versus assisted which is discovery-based learning used in combination with other strategies. The literature does suggest that if appropriately combined with other methods (assisted) such as discussion, teacher-centered instruction, coaching and demonstration, it can be very effective in delivery learning outcomes. (Alfieri et al., p.2)