Discovery Learning and the Computational Experiment in Higher Mathematics and Science Education: A Combined Approach

Athanasios Kyriazis,Sarantos Psycharis,Konstantinos Korres

doi:10.3991/ijet.v4i4.1044

Abstract

In this article we present our research for Discovery learning in relation to the computational experiment for the instruction of Mathematics and Science university courses, using the approach of the computational experiment through electronic worksheets. The approach is based on the principles of Discovery learning expanded with the principles of constructivist, socioâ??cultural and adult learning theories, the concept of computer based cognitive tools and the aspects on which the computational experiment is founded. Applications are presented using the software Mathematica and electronic worksheets for selected domains of Physics. We also present a case study, concerning the application of the computational experiment through electronic worksheets in the School of Pedagogical and Technological Education (ASPETE) during the spring semester of the academic year 2008â??2009. Research results concerning the impact of the above mentioned issues on studentsâ?? beliefs and learning performance are presented.

Highlights

Contemporary research in Mathematics and Science Education points out the significance of the students’ engagement in active discovery learning activities, learning in environments that have characteristics of active participation, self–action, exploration and experimentation
This paper presents Discovery learning through the computational experiment, in teaching Mathematics and Science university courses, in particular the computational experiment through electronic worksheets
This paper presents a combined approach that is the computational experiment via electronic worksheets in Mathematica

Summary

Introduction

Contemporary research in Mathematics and Science Education points out the significance of the students’ engagement in active discovery learning activities, learning in environments that have characteristics of active participation, self–action, exploration and experimentation. The significance of social learning is highlighted via the cooperation of the students with one another and with the teacher. The characteristics mentioned above come in contrast to the traditional teaching approach in higher education, the narration–based teaching. Information Age has changed the needs of today’s citizens, who are systematically trained and further educated. Businesses and organizations are developed and reorganized, organizing their personnel in autonomous groups with increased responsibilities. Employees who take initiative and introduce diverse points of view are in great demand. Technology is rapidly and constantly developed and initial education and training proves shortly to be inadequate

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Conclusion