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Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning , experiential learning and 21st century learning.
Discovery math: a constructivist method of teaching (discovery learning) mathematics which centres around problem-based or inquiry-based learning, with the use of open-ended questions and manipulative tools. [23] This type of mathematics education was implemented in various parts of Canada beginning in 2005. [24]
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education , which generally relies on the teacher presenting facts and their knowledge about the subject.
Place-based learning – The process of using local community and environment as a starting point to teach concepts in language arts, mathematics, social studies, science, and other subjects across the curriculum. Problem-based learning – Provides a structure for discovery that helps students internalize learning and leads to greater ...
The first component of problem-based learning is to discuss prior knowledge and ask questions related to the specific problems or issues (Schmidt & Loyens, 2007). Following the class discussion, there is typically time in which students individually research or reflect on the newly acquired information and/or seek out areas requiring further ...
Discovery science (also known as discovery-based science) is a scientific methodology which aims to find new patterns, correlations, and form hypotheses through the analysis of large-scale experimental data. The term “discovery science” encompasses various fields of study, including basic, translational, and computational science and ...
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Problem-based learning addresses the need to promote lifelong learning through the process of inquiry and constructivist learning. [2] PBL is considered a constructivist approach to instruction because it emphasizes collaborative and self-directed learning while being supported by tutor facilitation. [ 49 ]