Ideal learning appears to take place through learner discovery. Whether it is a facilitator directed or independent learning, learners should be encouraged and directed to play an active role in identifying new relationships or connections among new information/knowledge presented and their existing knowledge bases. To determine or create these new relationships or connections, learners have to be bold and diligent at the same time. They have to be bold to make connections or relationships independently using their own knowledge bases. These relationships or connections are most likely to be hypotheses that can be proved right or wrong as learners get exposed to more evidence or knowledge. That is the reason that learners have to be diligent about the relationships or connections they make. These relationships will have to be reasonable, realistic and should be done with care. When learners are encouraged to identify personalised relationships or connections, they get the joy of creating or constructing knowledge (as in the constructivist theory of learning) and the available freedom to do so. In other words, learners will enjoy the control they have on their learning, resulting in the formation of lasting memories and an effective learning exercise. This discovery directed learning can be contrasted from rote learning exercises in which learners are required to memorise what the facilitator said in its exact form merely. Rote learning activities are likely to demoralise or demotivate learners without having the control on their learning. When discovery directed learning is practised for a prolonged period learners will develop independent learning skills that can be used throughout the lifespan.
- Badges
- Science topic
- Similar topics
- Psychology
- Mental Processes
- Learning