MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

BARAYUGA MARK JAMES B BPEd 3 A
20-040848

MANUSCRIPT IN BPED 116

TOPIC: Discovery Approach

Background
Discovery Approach is a teaching strategy which aims to assist the student in finding
solutions or answers to a problem or attaining a learning objective through self-discovery. He
follows a step-by-step procedure and, in the end, arrives at own meanings, interpretations and
conclusions.
The teacher may assist a student minimally in initiating the search for information. Such
technique is termed guided discovery. Along the way she may ask questions as reminders to
ascertain the right sequence and direction of all the learning activities.

Discovery learning is an inquiry-based learning method that takes a constructivist approach to

education, where students are encouraged to construct their own knowledge through a self-
directed learning process—essentially “instructionless” learning.
The Discovery Learning Method may have a specific end result, but the focus is on the steps
and the critical thinking involved in getting there. Teachers have to observe the process, not
just grade a written paper at the end of the experience.

INSTRUCTIONAL CHARACTERISTICS
The student gains first-hand experience.
The use of all the senses makes observation keen and reliable.
Since the student discovers what they planned to look for, learning becomes permanent.
It develops critical thinking. The skill in employing the steps of the scientific method is
developed.The joy and pride in discovering is worth all the time and effort spent.
Such independent search can lead to full blown research later.
The teacher stays nondirective, thus developing independence and personal excitement as well
LIMITATIONS
Lack of needed tools may hamper the scientific procedure.
Less capable ones may not be successful despite guidance.
It may lead to trial-and-error unless properly guided.

Why do we need to use Discovery Approach?

Used in social science to clarify facts and concepts unlike heuristic method used in science to
formulate or testify laws and principles.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Facts and concepts are explained in an objective manner unlike heuristic method where
subject matter is comprehended subjectively.

Discovery is related to past events while heurism is concerned with phenomena at present

“Heuristic method is a technique of instruction that involves placing students as far as

possible in the mindset of a discoverer”. In this method, the student has to find out the answer
to his/her own problem by unaided efforts.
The advantages of using Discovery Approach
Supports active engagement of the learner in the learning process.
Fosters curiosity
Enables the development of lifelong learning skills.
Make them responsible for their own mistakes and results.
A reason to record their procedure and discoveries.
- such as not repeating mistakes, a way to analyze what happened, and a way to record a
victorious discovery

BENEFITS OF DISCOVERY APPROACH.

Learning through discovery allows students to practice higher level thinking skills and retain
knowledge better while learning business concepts through the next stages.

Contextualization:
Students can get to know the subject at a high level by facing business problems.

Research and Analysis:

Students gather data from a variety of resources to analyze the details of business problems
(trends, formulas, general concepts, variables, etc.), use relevant information appropriately to
answer questions, and critique hypotheses. Evaluate.
Here they embark on a self-directed journey to improve their business acumen.

Draw conclusions:
After gathering new insights and developing a better understanding of the various variables
and models involved in the business problem, students will synthesize their findings and
create their own interpretation of the optimal solution based on their individual learning
process. .
This solution will be presented to faculty and colleagues for feedback. Students have the
opportunity to use feedback to reflect on their work and conclusions.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

FIVE PRINCIPLES:
DEFINE First, the instructor must clearly define the objectives of the course in question
addition, the instructor should also provide the students with a detailed plan and the path track
for attaining these goals. Such a structure will prepare the students to admire and handle the
course with great enthusiasm and creative productivity.
DESIGN: Secondly, the instructor should design learning modules that can generate interest
and motivate the student body towards becoming metacognitive learners.
DEVELOP: Third, the course should be structured and developed in a systematic manner so
that the learner can appreciate the fact that the course is being built on the previous knowledge
acquired.
DEPLOY: Once the first three ideas have been secured in place, it is now necessary to
implement them at the required level with appropriate advantage.

DECIDE: Finally, there should be separate assessments of the course, the curriculum, the
student body, the instructor and the discovery approach.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph