Discovery Teaching Research Articles

Engaging Neural Plasticity in Senior High School Students: The Impact of Guided Discovery Teaching Method on Achievement in Circle Theorems

Purpose: The study's objective was to ascertain how circle theorem achievement in SHS students was affected by the guided discovery teaching method, a student-centered approach associated with improved neural plasticity.
 Materials and Methods: Two Form 2 classes from various Wa Municipal schools were chosen for the study using convenient, purposeful, and straightforward random sampling techniques. The study adopted a non-equivalent quasi-experimental design to compare students who are taught with the guided discovery method and the traditional method of teaching circle theorems concepts. The sample size was composed of 164 students. Using a separate t-test and descriptive statistics, the Geometry Achievement test was investigated. A pre-test was given before the experiment (post-test) began. The students who engaged in guided discovery instruction outperformed than those who did not when teaching and learning Circle theorems.
 Findings: The findings suggested that student-centered methods like guided discovery can greatly improve students’ achievement in the study of circle theorems. One of the implications derived from the study indicated that guided discovery teaching approach offers students the chance to put a method of learning into practice after they have used it. This was done by using illustrations of diagrams on cardboard. This must be considered in the planning of educators and subject-matter experts. For pre-tertiary education, the government must make it mandatory to use cardboard, mathematical instruments, and instructional sheets as teaching aids. Since visual representations of Euclidean Geometry diagrams bring reality to teaching and learning through pictures and diagrams, the importance of visualization and experimentation in learning circle theorems should not be underestimated by teachers or students. This will improve their conceptual understanding.
 Implications to Theory, Practice and Policy: One can recommend that in order to enhance the performance of SHS students, it will be most advantageous to introduce guided discovery teaching methods to pre- and in-service teachers, through promotion by Ghana Education Service and/or other stakeholders in the education sector. This introduction may be distributed through workshops and seminars for mathematics teachers' instructional techniques and skills will improve as a result. This study has added a lot to our understanding of the world. The guided discovery teaching method approach to teaching circle theorems has been strengthened and expanded as a result of this research, first and foremost. This thesis thus makes a substantial enhancement of the body of knowledge. The research also explains and backs up the notion that guided discovery methods aid students' academic endeavors. This shows that the teaching process engages students' attention and improves their capacity for memory and recall.

The Influence of Inclusion and Guided Discovery Teaching Style on Learning Results of Bottom Passing Volyball

This study aimed to examine the effect of inclusive teaching styles and guided discovery on learning outcomes of underhand passing in volleyball. The research method uses experimental research methods with a pretest-posttest control group design. The sample in this study was 40 students of SDN Leuwiliang. The research instrument used an observation sheet for the basic skills of passing down in volleyball. Data analysis using SPSS v.20 using paired sample t-test and independent sample t-test. This study concluded that there is an influence of inclusive teaching style. It guided discovery on the underhand passing, and there is a difference in the effect of inclusive teaching style and driven discovery teaching style on the volleyball bottom passing learning outcomes. The guided discovery teaching style shows more significant learning outcomes in volleyball underpass.

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

Discovery Teaching about Calculating Side Lengths of Right Triangles Using Pythagoras Theorem with the Help of Geogebra Software

Discovery teaching is an active teaching method that encourages learners to create their own knowledge. Students who participate in the discovery learning process will remember longer than the conventional teaching method. This teaching method is very important in the process of teaching innovation in Vietnam when changing from a teaching method that focuses on knowledge transmission to one that focuses on developing learners' capacity. Our study proposes an exploratory teaching method for calculating the side lengths of right triangles using the Pythagoras theorem with the help of GeoGebra software. By the method of empirical investigation, we surveyed 51 students in Bien Hoa city and used descriptive statistics with the help of SPSS software, the research has shown that the discovery teaching of calculating side lengths of right triangles using Pythagoras theorem with the help of GeoGebra software is needed. However, many teachers still do not fully understand the discovery teaching method. The research results also show that there are three groups of factors affecting the way of discovery teaching. First, the effort of teachers in teaching discovery is huge. Second, the time spent on discovery teaching is relatively large. Third, the current teaching environment has not yet met the requirements of discovery teaching. The findings from the research results are important for proposing a way of discovery teaching about calculating the side lengths of right triangles using Pythagoras theorem with the help of GeoGebra software.

English

Vietnam today is having solid innovations in the fields of science, technology, economics, and education. In particular, the Mathematical General Education program launched in 2018 has emphasized the exploitation of information technology in teaching. GeoGebra software is taught right from the 6th grade. GeoGebra software has many advantages in problems related to motion such as locus, modeling, and especially in finding the shortest path. We have found that the discovery teaching method proves to have outstanding advantages in teaching this shortest path problem. Our research focus on understanding the perspectives of discovery teaching, the discovery teaching process, the pros and cons of the discovery teaching method, illustrating the application of GeoGebra software in the discovery teaching of finding the shortest distance. Using essential research methods such as theoretical research, investigation, survey, and descriptive statistics with the help of SPSS version 20 software for 49 students grade 12th, we found that students felt very interested in the new teaching method. Students showed excitement and enthusiasm in lessons to find the shortest distance with the help of GeoGebra software. The assessment results show that students make more progress when applying GeoGebra to teaching than traditional teaching methods.   Key words: Discovery teaching, shortest distance, GeoGebra.

Book Review: Discovery Teaching Like Jesus: Engaging Adult Learners by Kathy Hoppe and Jeff Hoppe

Book Review: <i>Discovery Teaching Like Jesus: Engaging Adult Learners</i> by Kathy Hoppe and Jeff Hoppe

Discovery Teaching about Plane Geometric Extreme Problems with the Help of Geogebra Software at Secondary School in Vietnam

Discovery teaching is an active teaching method. It helps develop the quality of student's competencies. It is really important in teaching using math tools and means. Our research focuses on understanding the perspective of discovery teaching as well as referring to the construction of a teaching method of plane geometry extreme problems with the help of specific GeoGebra software at secondary school. By the method of theoretical research, investigation as well as descriptive statistical methods, we find that using GeoGebra software has a great impact on the learning of plane geometric extreme problems of students. Students are interested and active in lesson construction. Students examine, create new problems by themselves, verify and discover solutions. The study also shows that GeoGebra software helps predict and find solutions, especially plane geometric extreme problems with a one-variable function. In Vietnam, with the introduction of a new general education program in mathematics, the application of mathematical tools and means is now very important. GeoGebra software was introduced right in 6th grade to teach. Students were introduced in detail to the features of the software. Therefore, the research results have an important meaning in building a lesson in solving plane geometric extreme problems with the help of GeoGebra softwarec at secondary school. Our paper refers to the views of discovery teaching, the teaching process using GeoGebra software in plane geometric extreme problems and gives an example of discovery teaching that applies GeoGebra software in plane geometric extreme problems.

Fostering Problem-based Learning Competence through Teaching the Generalization of Practical Problems on the Topic of Exponential and Logarithmic Functions

Problem-based learning competence is one of the most important competencies of mathematical competence. Many researchers believe that this capacity is a factor that directly affects the development of students' competencies and qualities. Among the components of problem-based learning competencies, the generalization of the problem is one of the key factors. Especially generalization of problems about exponential functions and logarithmic functions is still an open issue, which is rarely interested in research. Our research is carried out to identify and analyze factors of problem-based learning competence through generalizing the actual problems on the topic of exponential and logarithmic functions in Vietnam. The questionnaire survey method with 47 high school teachers in Ho Chi Minh City, Vietnam, shows that 10.64% of teachers think that the teaching method of problem-based learning competence is of little importance; 25.53% think it is important and 63.83% think it is very important. We conducted experiments with 89 students and processed analytical data using SPSS software. From the results of qualitative and quantitative analysis, students showed interest and fascination with the generalized teaching method of the actual problem. The test results showed that the experimental class had a much higher score than the control class. The research also provides a table comparing the differences between problem-solving and discovery teaching with teaching to develop problem-based learning competence; the process of teaching generalizations as well as examples illustrating practical problems on the topic of exponents and logarithmic functions. Research results also show that students are excited, proactively discover and learn from real-life problems more than before and do more practical issues. The findings from the research have important implications in fostering problem-based learning competence through generalizing practical problems on the topic of exponents and logarithms for students.

Using the Problem-Based Learning in STEM Teaching About Bamboo Toothpick Houses

In Vietnam, there are currently stable and comprehensive innovations in the field of education. Educational scientists have shifted from knowledge-focused teaching to competency teaching. Since then, there have been more new research directions in teaching than in the past, such as integrated teaching, practical application of mathematics and STEM teaching, etc. In these directions, STEM teaching is a new and broad topic. In particular, there are many teaching methods used in STEM teaching. Some people use project teaching, some use discovery teaching, and some others use cooperative teaching methods. Through the research process, we found that STEM is an integrated area, so we should choose one of the most appropriate ways to approach it. That is a problem-based learning method. How does STEM teaching work with problem-based learning? To illustrate this STEM teaching work, we will use the design and implementation of the model of a bamboo toothpick house at Ho Chi Minh City International College.

Effect of Guided Discovery Teaching Method on Academic Achievement of Upper Basic II Students in English Studies in South South Nigeria

The study examined effect of guided discovery teaching method on academic achievement of Upper Basic education students in English Studies in the South-South zone of Nigeria. It was a quasi- experimental research. Two intact classes were randomly selected to constitute a sample size of 100 students for a control and experimental group. Treatment lasted for four weeks and test scores were used as data. Research questions were answered using mean and standard deviation, while ANCOVA was used to test the hypotheses. Results showed that guided discovery teaching method had an increasing positive effect on academic achievement of the students while gender was not a significant factor in this. Recommendations were that teachers should adopt this teaching method in lesson preparation/presentation, school administrators should structure the time table to allow its adoption, while education planners will find the study a good reference material for curriculum renovation and design amongst others. Keywords: guided discovery, teaching method, academic achievement, English Studies. DOI: 10.7176/JEP/11-29-12 Publication date: October 31 st 2020

Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’ Achievement In Oral English In Bayelsa State.

The researchers investigated the effects of Demonstrative and Guided Discovery teaching strategies on Senior Secondary School Two (2) students’ achievement in Oral English in Bayelsa State. A quasi-experimental design approach was adopted, using a sample of Sixty (60) students comprising of both male and female from Yenagoa Local Government Area of Bayelsa State. Data collated were analyzed using mean standard deviation and the Analysis of Covariance (ANCOVA). This research was guided by Four (4) research questions and hypothesis. The instrument used for data collection was the Oral English achievement test (OEAT), The instrument contained 25 multiple choice items marked over 100 which were standardized. KR20 was used to determine a reliability coefficient of 0.95. The test was based on human sound system. The result analyzed showed among others that there was a significant difference (P=0.000&lt;0.05) between demonstrative and discovery, and demonstrative and conventional methods of teaching. On the other hand, no significant difference existed (p=0.314&gt;0.05) between discovery and conventional method of teaching. The significance difference observed between the various teaching methods is indicative that the demonstrative method is the most effective in the teaching of Oral English. Some recommendations were made on enhancing Oral English language skill acquisition such as provision of e-learning facilities in schools, continuous education for Oral English teachers among others.

Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

Enlightenment of STEAM education to the teaching model of medical education

Based on the current situation of education reform in China and teaching problems in medical colleges and universities, STEAM education, a discovery teaching method, can effectively supplement the deficiencies of traditional education in China. STEAM education has exerted profound influences on the education of various disciplines at home and abroad, and has also brought profound enlightenment to medical education. In the era of education informatization 2.0, reform on teaching models including experiential teaching model, project-and-problem-based teaching model, flipped classroom teaching model etc. have been investigated; STEAM education has also put forward higher requirements for teaching staff and teaching techniques. Combined with the successful experience of the United States, STEAM education provided online and offline trainings on professional knowledge and skills and for teachers in medical education. At the same time, massive network resources were used effectively to build a teaching environment with a variety of real-time interactive information. In the end, the integration of multiple disciplinary knowledge in Qiqihar Medical University was discussed and an initiative of writing a series of textbooks with characteristics of STEAM education according to different diseases was planned to make beneficial attempts in the construction of medical teaching models. Key words: STEAM education; Medical education; Teaching model

Constructivist Guided Discovery Using Pictorial Organizer: Effects on Gender Difference on TUG-K of BS Architecture Students of Bulacan State University

How to teach is one of the major problems faced by today’s Science teachers. Constructivist approach is one technique wherein the teacher is a facilitator and serves as a guide to learners. She/he helps the students explore and formulate their own ideas, and help them do the “learning by doing”. It focuses on independent learning, being creative and critical thinking. Guided discovery is student-centered teaching approach thru illustrative materials for students to study independently. Pictorial organizer referred to as concept maps or cognitive organizer helps learners depict the relationships between facts terms and ideas within a learning task. This study aims to investigate the effectiveness of Guided Discovery teaching approach with corresponding exposure to a pictorial organizer and identify gender difference of BS Architecture students’ scores using TUG-K. Results revealed that students, specifically females, performed better than males after being taught with Guided discovery teaching approach and corresponding exposure to a pictorial organizer.

Effects of the Application of Computer Network Technology to Guided Discovery Teaching on Learning Achievement and Outcome

The development of computer and information technology has human society enter a brand-new information era. The most obvious change is that information becomes inevitable living focus in human life. The promotion of education reform in the world also has information education present the important status, expecting to train students’ capability to grasp information and enhance the learning outcome with information technology. Eventually, they could learn the survival skills in the information society as well as promote national competitiveness. With quasi-experimental study, 252 students in Harbin Institute of Technology are proceeded 16-week (3hr per week for total 48 hours) experimental teaching. The research results show that 1.guided discovery teaching would affect learning achievement, 2.guided discovery teaching would influence learning outcome, 3.learning achievement presents significantly positive effects on learning effect in learning outcome, and 4.learning achievement shows remarkably positive effects on learning gain in learning outcome. Finally, suggestions, according to the results, are proposed, expecting to provide thinking methods and direction for students’ learning, encourage students to make deeper thinking, and help students establish learning achievement in the principle discovery process to enhance learning efficiency through the practice of computer network technology in guided discovery teaching.

Эвристическое обучение в начальной школе: к постановке проблемы

The article considers discovery learning as an effective tool for the formation of universal learning activities by younger schoolchildren: cognitive, regulative, communicative. The questions of the history of the discovery education are described, the most frequently used discovery teaching methods are characterized: “brainstorming” and the synectic method. Variants of discovery learning tasks for younger schoolchildren are suggested.

RELATIVE EFFECTIVENESS OF GUIDED DISCOVERY AND DEMONSTRATION TEACHING TECHNIQUES ON STUDENTS' PERFORMANCE IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN ILE-IFE, NIGERIA

The study compared the performance of students in Chemistry when taught with guided discovery and demonstration teaching techniques in senior secondary schools. It determined the effectiveness of guided discovery and demonstration teaching techniques in enhancing male and female students’ performance in Chemistry. The study adopted a non-equivalent pre-test, posttest control group research design. The population for the study consisted of Chemistry students in senior secondary schools in Ile–Ife. The sample consisted of Eighty four (84) students from three schools in Ife Central Local Government Area of Osun State which were selected using simple random sampling technique. One intact class each was used. The schools were randomly assigned to three groups (Guided Discovery, Demonstration and Teacher Expository) using simple random sampling technique. Two instruments were utilized for the study. They were Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Analysis of Variance (ANOVA).The results showed that, there was a significant difference in the performance of students exposed to guided discovery, demonstration teaching technique and those exposed to teacher expository teaching technique (F= 123.972 ; p< 0.05). The findings also showed that, there was a significant difference in the performance of male and female Chemistry students exposed to guided discovery and demonstration teaching techniques (F= 12.04; p< 0.05). This showed that male and female students performed better when exposed to guide discovery teaching techniques. The post-hoc analysis revealed that, Guided Discovery Teaching Technique (GDTT) had a better significant effect on student academic performance than Demonstration Teaching Technique (DTT) and Teacher Expository Teaching Technique (TETT). The post - hoc analysis revealed that, male and female students exposed to GDTT performed better than those exposed to DTT and that, those exposed to GDTT had the best retention ability of the concept taught. The study concluded that, guided discovery teaching technique is a better teaching technique on students’ performance in Chemistry than demonstration teaching technique and the teacher expository method respectively. Article visualizations:

Teaching Reforming and Exploration at Practical Ability About the Students on Major of Geographical Sciences

Aiming at the three aspects of problems that exist in practice teaching such as more confirmatory contents, less designing contents, etc., this paper pointed out three questions which are not applicable to students in the reform of practice teaching such as emphasizing theory, ignoring practice, etc. Four aspects of practice teaching reform plans are designed and made for it, including changing the concepts of practice teaching reform, adjusting the practice teaching course system and so on. The specific content of practice teaching reform contains seven aspects which can be listed as adjusting the practice teaching content, reforming the practice teaching method, reforming the experimental teaching evaluation methods and so on. After nearly three years of practice, the practice teaching reform has obtained the good construction effects. This reform is mainly aimed at the characteristics of local colleges and universities as well as key majors in Geography, puts forward the ideas of constructing practical teaching system of one goal, two modules, three levels and four combinations, focuses on analyzing the contents of the reform of heuristic and discovery teaching method in the practice teaching. Practices show that the heuristic and discovery teaching method can give full play to students' subjective initiative. It is an effective teaching method of professional knowledge that obeys the law of students' cognition and memory, and it has played a good role in promoting the skills for the innovative talents’ training.

RECONCILING APPROACHES – A GAME CENTRED APPROACH TO SPORT TEACHING AND MOSSTON’S SPECTRUM OF TEACHING STYLES

During the late 1960s and into the 1970s game-based approaches to sport teaching and coaching emerged in scholarly literature on sport and physical education teaching. Game based pedagogical approaches for games and sport teaching have been distinguished by some authors through the more prominent emphasis on guided discovery teaching and student/athlete reflective thinking than what occurs in the more historically common sport-as-sport techniques approach typified by a demonstration-replication, or ‘transmission’, method of instruction. However, guided discovery is also associated with another teaching approach that emerged in the 1960s, Style F of Mosston’s Spectrum of Teaching Styles. In this paper we posit that rather than be seen as competing approaches, game-based approaches and The Spectrum of Teaching Styles should be seen as complementary as both are governed by a fundamental proposition – pedagogical decision making. In particular, due to the Spectrum of Teaching Styles non-versus approach, it is theoretically impossible/contradictory for the Spectrum to be in opposition to or compete against any pedagogical approach. Our purpose is to examine two Game Sense learning episodes and to identify the decisions being made between the teacher and student/s. This will then allow these two Game Sense learning episodes to be placed on the Spectrum of Teaching Styles. By doing this it will detail important pedagogical concepts and unify pedagogical decision making that take place when sport and games teaching is taken across the ‘discovery barrier’ and into an intentionally designed space to develop ‘thinking players’. In the Australian educational landscape, this discussion is timely given the Australian Curriculum Health and Physical Education key ideas to focus on both content and pedagogies that are educatively focused with an inquiry approach. Article visualizations: