Bruner defined discovery as “all forms of obtaining knowledge for oneself by the use of one’s own mind” (Driscoll, 2005, p. 234). Within this process, learners develop necessary learning strategies while utilizing an“attitude of constructionism” (Driscoll, 2005, p. 235). Those who demonstrated this approach were systematic and organized in collecting information that would help solve the problem (Driscoll, 2005). Active learner participation is a characteristic of discovery learning. Rather than learners merely receiving information, Bruner is in favor of participatory models of learning (Takaya, 2008).
Throughout the lesson, active participation was incorporated. As I worked questions on the board, the students followed along with me while working the same question. They were all encouraged to answer questions verbally as well, and some students even came to the board to work out problems in front of the class.
Pictures of drug lables were shown to the class, along with actual drug bottles so that they could visually see actual drug labels. The students were also given pictures of drug lables and asked to calculate new dosages based on the information I provided to them. Throughout the lesson, students were continually involved in active participation by working problems along with me at their desk, working questions on the board, and verbally answering questions that I asked. The students were involved in guided practice of inquiry, as indicated by Bruner's principle of discovery learning.
Throughout the lesson, active participation was incorporated. As I worked questions on the board, the students followed along with me while working the same question. They were all encouraged to answer questions verbally as well, and some students even came to the board to work out problems in front of the class.
Pictures of drug lables were shown to the class, along with actual drug bottles so that they could visually see actual drug labels. The students were also given pictures of drug lables and asked to calculate new dosages based on the information I provided to them. Throughout the lesson, students were continually involved in active participation by working problems along with me at their desk, working questions on the board, and verbally answering questions that I asked. The students were involved in guided practice of inquiry, as indicated by Bruner's principle of discovery learning.