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"Discovery Learning"
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Virtual Reality in Education: A Review of Learning Theories, Approaches and Methodologies for the Last Decade
In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts and ideas more efficiently and effectively. VR technology has enabled educators to develop a wide range of learning experiences, from virtual field trips to complex simulations, that may be utilized to engage students and help them learn. Learning theories and approaches are essential for understanding how students learn and how to design effective learning experiences. This study examines the most recent published findings in educational theories and approaches connected to the use of VR systems for educational and tutoring purposes. Seventeen research studies that meet the search criteria have been found in the database, and each of them focuses on at least one learning theory or learning approach related to educational systems using VR. These studies yielded five educational approaches, one methodology, five learning theories and one theoretical framework, which are presented in the context of virtual reality in education. These include constructivism learning, experiential learning, gamification of learning, John Dewey’s theory of learning by doing, flow theory, Cognitive Theory of Multimedia Learning, design thinking, learning through problem solving, scientific discovery learning, social constructivism, cognitive load theory and the Technology Pedagogical Content Knowledge Framework (TPACK). A major finding of this study is that constructivism learning is the most often utilized learning theory/method, Experiential Learning is most appropriate for VR and the gamification of learning has the greatest future potential.
Journal Article
Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning
Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.
Journal Article
Telling Active Learning Pedagogies Apart: from theory to practice
Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.
Journal Article
Explanatory inferencing in simulation-based discovery learning: sequence analysis using the edit distance median string
Understanding scientific phenomena requires learners to construct mental models of causal systems. Simulation-based discovery learning offers learners the opportunity to construct mental models and test them against the behavior of a simulation. The purpose of this study was to investigate sequential patterns of learner actions and utterances associated with outcomes of simulation-based guided discovery learning. We conducted a sequence analysis of data gathered from 11 undergraduate students engaged in discovery learning. Three related methods were used for the sequence analysis: Levenshtein edit distance, k-means clustering of the Levenshtein distance, and the Kohonen generalized median sequence. The median sequences of high-gaining and low-gaining participants showed qualitative differences in how they gathered evidence, stated claims, and drew explanatory inferences. Differences between the sequences of actions and utterances of high-gaining and low-gaining participants suggested ways that students might be guided to enhance discovery learning. By tracking the learning patterns of learners, researchers can determine the conditions under which prompts should be provided and offer recommendations for transforming less effective learning strategies to more effective ones.
Journal Article
Discovery Learning Model to Practice Students' Science Process Skill in Elasticity and Hooke's Law
The science process skills of high school students in the West Lombok Regency are still relatively low. This is indicated by the report on the results of the 2017/2018 national exams on physics, chemistry, and biology subjects included in the low category. This study aims to describe the effectiveness of the discovery learning model to practice the science process skills of class XI students of SMA Negeri 1 Kediri on Elasticity and Hooke's Law. This type of research is a quasi-experiment, with the basic pattern \"The One Group Pretest-Posttest Design\" and descriptive method. The instrument used in this study was the observation sheet implementation of the discovery learning model and the test results of the science process skills. The results showed that: (1) the percentage of implementation of discovery learning models increased, which means better quality of learning, and (2) the percentage of tests of students' science process skills results in Elasticity and Hooke's Law also increased.
Journal Article
Analysis of Activity Improvement and Student learning Outcomes on Salt Hydrolysis through Discovery Model Learning
This research is a quantitative descriptive study that aims to analyze the increase in activity and learning outcomes of salt hydrolysis of Class XI MIPA students at SMA Negeri 11 Makassar through discovery learning model. The types of activities that are used as indicators are visual, writing, oral, listening and mental activity. Learning outcomes are seen from five indicators, namely: 1) Understanding the principle of the hydrolysis reaction, 2) Analyzing salts that undergo hydrolysis, 3) Writing the hydrolysis reaction equation, 4) Determining the hydrolysis constants and pH of the hydrolyzed salt solution, and 5) Determining the graph the relationship between changes in pH value in acid-base titrations to explain the nature of the hydrolyzed salt. Research data obtained through observation of learning activities during learning process and evaluation at the end of each lesson of salt hydrolysis. The results shows that students’ learning activities other than oral and listening activity are in the very active category in all syntax, but for oral and listening activities in data processing syntax and proof that initially in the active enough category, each meeting has increased into a category active at the next meeting. Likewise, learning outcomes have increased from each meeting by 14%. The indicators of salt hydrolysis that experience completeness are the first, the fourth and the fifth indicators.
Journal Article
Improving Mathematic Students' Learning Process and Achievement Through Discovery Learning Model at MAN 2 Model Pekanbaru
This classroom action research is aimed to improve teaching learning process and students' achievement by applying Discovery Learning model. The subject of this research was the second semester mathematic students of tenth grade science class in MAN 2 Model Pekanbaru year 2016/2017 which consisted of 13 male students and 17 female students. There were two types of instruments used in this research namely observation sheets to record the teaching learning process and students' achievement test to obtain students' score achievement. From the observation sheets which were analyzed descriptively narratively and the second instrument which were analyzed descriptively statistically, it was found that there was a significant improvement in the teaching learning process and the number of students who reached the minimum passing grade increased before the treatment was carried out towards the Cycle I and Cycle II. In the regard of knowledge competence, there were only 11 students or 36,67% who reached the minimum passing grade before the treatment, became 15 students or 50% at the first cycle and 21 students or 70% at the second cycle. In the regard of skill competence, the number of students who reached minimum passing grade from the first cycle with a percentage of 23.33% was increased to 50% in the second cycle. According to the finding of this research, it can be concluded that the implementation of Discovery Learning (DL) model successfully improved the mathematic of second semester students of tenth grade science class in MAN 2 Model Pekanbaru year 2016/2017.
Journal Article
The Emotional Science Lab: Exploring Social and Emotional Dynamics in Undergraduate Biomedical Science Discovery Learning
Social and emotional learning (SEL) is seldom explicitly considered in science-based higher education (HE), yet we argue that group-based lab learning both requires and facilitates the development of valuable interpersonal and emotional skills. This study focuses on Year 1 and Year 2 Biomedical Science undergraduates working in groups to undertake an innovative, discovery-based laboratory module. It explores students’ perceptions of how emotions impact science discovery learning and whether and how they used and developed social and emotional skills in this learning context. We draw together theories that explain the development of emotional intelligence and how people influence each other’s emotions, and apply them to an HE context. Data were collected using questionnaires and semi-structured interviews, and analysis identified three key themes: situated and social emotion in the lab, awareness of interpersonal emotional influence, and SEL as experiential and relational. These give insight into the subtle yet powerful ways that students work with emotion in the process of collaborative discovery learning. We identify successful strategies and challenges, and make recommendations for embedding SEL in Science, Technology, Engineering, and Mathematics (STEM) HE settings. These include approaches to integrate context-relevant emotional skill development, both explicitly and implicitly, and nurture peer emotional scaffolding.
Journal Article