Using Discovery Learning Pedagogies

Abstract

This inquiry explored the use of discovery pedagogies inspired by the Reggio Emilia philosophy to evaluate their ability to develop science capabilities in new entrant and year one students, and the influence of these pedagogies on the engagement of priority learners. The study followed the teaching as inquiry model. The chosen intervention for this inquiry was allocation for Discovery Time which involved the implementation of a 15-20 minute session with the whole class using the ‘I see, I think, I wonder’ technique, and specific teacher questioning to encourage students to make careful observations and thoughtful interpretations and stimulate curiosity to set the stage for inquiry. It was found that for this procedure to develop student’s science capabilities, their questions and inquiries of interest needed to be taken into a deeper context of learning beyond the Discovery Time intervention if students were to fully engage with science and the science capabilities. The research found that discovery learning pedagogies complement the development of science capabilities in new entrant and year one students, and have a positive corresponding impact on the behavioural, emotional and cognitive engagement of priority learners.