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Discovery-Based Learning Project

Discovery-Based Learning (DBL) suggests children learn best through experimentation and discovery of facts and relationships on their own. In other words, children construct knowledge based on new information and data collected by them in an explorative learning environment (De Jong & Van Joolingen, 1998; Njoo, 1994). The DBL is grounded in constructivist theory, it is based on the idea that students construct their own understanding and knowledge of the world through experience and reflection on those experiences. Through these experiences, children are asked to manipulate materials, conduct experiments, make assumptions, and discover by themselves.
hands on does not mean minds on

Instructions
Teacher Candidates (TC) will plan, design, and present (informal) a mathematics, science, and literacy DBL integrated project. TC will work collaboratively in groups of two or three to plan their project. The entire project has three parts:

Pre-Plan
5E Method
Individual Reflection

Part 1
Pre-Plan – Each group of TCs, will develop a plan for their theme. The instructor will provide a theme for each group. In this pre-plan, TC should identify mathematics and science skills, a book that relates to the given theme, and identify free –  and directed –  play opportunities for their theme.

Part 2
Each group of TCs, will develop their theme using the 5E Model. Use Handout 5E Form

https://knowledgequest.aasl.org/the-5-es-of-inquiry-based-learning/

Part 3
Each TC in the group should write her own reflection

Individual Reflection: Each group member will include her individual reflection. Please answer all questions:

Provide a detailed list for what each group member was responsible for and completed.

What were the successes and challenges for developing your DBL project?

What would you change or do differently, if you had to repeat the project?

What did you learn while developing your DBL project?


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