IntroductionMaria Montessori (August 31, 1870 – May 6, 1952) was the

first woman doctor in Italy in the early 1900’s (Trinity College

Brochure, 2011). She was offered a ‘space’ by the Roman

Association in San Lorenzo district to develop a ‘school’ to

prevent aimless violence among economically and culturally

deprived children. This was motivated largely by the hope that

in keeping unruly young children at school would prevent

vandalism, thus prevent property damage (Montessori, M.

1971). This was the beginnings of Madam Montessori’s

methods which later gained further support from other

educators and theorists.

Essential IdeasDr. Montessori worked with mentally deficient children

which led her to examine Jean Itowd’s (1801) attempts at educating the ‘wild boy of Averyon’. She also utilized materials and methods devised by Edovard Seiguin (1844, 1866) for educating students with limited mental capacities. She modified Seiguin’s approach in education of ‘retarded’ children to the education of ‘normal’ children in the first Casa dei Bambini, translated to ‘Homes of Children’ by Dorothy Canfield- an educational reformer, social activist and best selling American author, (Montessori, M. 1971).

In 1909, Montessori published Scientific Pedagogy as Applied to Child Education, relating to children in the Children’s Houses. The Americans were the first to become interested in her methods, which then led to the explosion of interest due to the progress of her students, (Montessori, M. 1971).

• Discovery Learning also known as Active Learning, is the theory that Dr. Montessori helped to develop. It is often described as a method of inquiry-based instruction and it is considered to be a constructivist based approach to education. This method of teaching is widely supported by other theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. However, there are concerns that students do not meet certain requirements in their learning, (Mayer, R. 2004).

• Jerome Bruner is thought to have originally modelled discovery learning in the 1960s, but his ideas were very similar to earlier writers, including John Dewey. Bruner argues that, ‘Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving’, (Bruner, 1961, p. 26). His philosophy suggests that we should ‘learn by doing’ and it focuses largely on a ‘hands-on’ approach.

• Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge. It is a method of instruction where students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments, (Dewey, J. 1938).

• Montessori curriculum is broad and involves activities rich in language, maths, sciences and the arts while encouraging students to develop independence and self confidence.

• Practical life activities are also integral in the Montessori curriculum. This allows students to gain an understanding of everyday skills through the use of a hands on approach. Activities include playing with water, sifting flour, doing up buttons or tying shoe laces.

• Sensory materials are also used as a tool to allow the child to draw upon their power of observation to understand the world around them. This allows students to learn about height, weight, colour, smell and shape, (Trinity College Brochure, 2011).

The Processes of Discovery:

(Friedler, Nachmias, and Linn, 1990)

Descriptions of the discovery processes differ in the labels given and the number of processes that are mentioned. For example De Jong and Njoo, 1992 divide discovery learning into transformative processes and regulative processes.

Views of Children• Initial view that children need to be occupied to prevent

• vandalism and aimless violence

• Child competent being, encouraged to make maximal decisions

• Inquisitive, will discover independently

• Active and Social Learners

• Independent

• Self-correcting

• Problem-solvers

• Hands on

• Learn by Doing

(Bruner, 1961 & Mayer, 2004)

‘Active learning’ activities include: s s

A think-pair-share; learners take a minute to ponder the previous lesson, discuss it with one or more of their peers, and share with the class as part of a formal discussion. This activity enhances social interaction which helps students to meet learning outcomes. Learning is socially constructed and this activity enhances social interaciton.S

A collaborative learning group is a successful way to learn different material. Students with different perspectives come together to share their experience and ideas. Promotes positive participation. A student debate/discussion is an active way for students to learn. Allow students the chance to take a position and gather information to support their view and explain it to others logically. This gives the student a chance to participate in a funactivity and also lets them gain some experience with giving a verbal presentation. A class game is also considered an energetic way to learn because it helps students to review course material and it helps them to enjoy learning about a topic. Games such as jeopardy and crossword puzzles help activate students minds.A reaction to a video is also an example of active learning through the use of a different presentation mode. Including a few questions before you start the video so students will pay more attention and notice where to focus during the video, (McKinney, 2010). S

Active learning is ‘instructional activities involving students in doing things and thinking about what they are doing’. A simple question and answer format addresses issues of how to create more ‘active’ classrooms. s

McKinney points out that active learning is derived from two basic assumptions: 1) that learning is by nature an active endeavour and 2) that different people learn in different ways.We as teachers need to understand these ideas and apply them positively in our classrooms to promote optimal learning outcomes for our students. Not all students learn in the same way so we need to use different approaches in our teaching methods to engage students.

Discovery / Active Learning-The Montessori Method-

Stephanie Rodert- 2073206, Jenny Tsimiklis-2036235Department of Education, Flinders University, Bedford Park, Adelaide, SA

Bruner, J. (1960). The Process of Education. Harvard University Press: Cambridge, Mass.

Bruner, J. (1961). The act of discovery. Harvard Educational Review, Vol. 31, pg 21-32.

Dewey, J. (1938). Logic: the theory of inquiry. New York: Holt and Co.

Friedler, Y., Nachmias, R., & Linn, M. C. (1990). Learning scientific reasoning skills in microcomputer-based laboratories. Journal of Research in Science Teaching, 27, 173-191.

Jong, T. de, & Njoo, M. (1992). Learning and instruction with computer simulations: learning processes involved. In E. de Corte, M. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving. Berlin: Springer-Verlag.

Lewis, M., Bishay, M., & McArthur, D. (1993). The Macrostructure and microstructure of inquiry activities: Evidence from students using a microworld for mathematical discovery. Proceedings of the World Conference on Artificial Intelligence and Education. Edinburgh, Scotland.

Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction, American Psychologist Association, Vol. 59, pg 14-19, article viewed online: 17/03/11, <http//:www.psycnet.apa.org/r.mayer>

McKinney, K. (2010). Active Learning. Centre for Teaching, Learning & Technology, article viewed online: 24/03/11, <http://www.teachtech.ilstu.edu/resources/teachTopics/active.php>

Montessori, M. (1971). The Montessori Method, Schocken Books, New York.

Shute, V. J., & Glaser, R. (1990). A large-scale evaluation of an intelligent discovery world: Smithtown. Interactive Learning Environments, 1, 51-77.

Trinity College Montessori Preschool (2011). Brochure, Alexander Avenue, Evanston South, SA. <www.trinity.sa.edu.au>

White, B. Y. (1993). ThinkerTools: causal models, conceptual change, and science education. Cognition and Instruction, 10, 1-100.

 

The question of whether discovery learning is an efficient way of learning has been a focus of discussion, and there still exist controversial opinions about this issue.

Positives: It is said that children learning through discovery benefit

through active engagement in the learning process. Curiosity and

motivation are fostered, which enables the development of life-long

learning skills. Bruner 1961, especially has demonstrated evidence of its

value. He suggests that students are more likely to remember concepts if

they discover them on their own, opposed to being taught directly. The

child is viewed as inquisitive and therefore they are allowed to discover

concepts on their own. Scaffolding tools, such as, ‘Thinker tools’

(White, 1993) are positive ways to implicate discovery learning. In

‘Thinker tools’ learners follow an ‘inquiry cycle’ that contained five

stages. All stages contain detailed support, but during the course of

working with the environment the support gradually disappears. This is

similar to Bruner’s notion of scaffolding; where support is given by

adults to assist others. Teachers can apply this method in the classroom.

Negatives: In contrast, Lewis, Bishay, McArthur, and Chou 1993,

state ‘there is little objective data demonstrating its benefits; we still

lack a consensus operational definition of discovery learning’.

Criticisms focus on the inefficiency of the method, due to the amount of

time needed to conduct genuine inquiry and the knowledge gained from

that process. They state that, learning with simulation-based discovery

environments has not always yielded better learning results than more

traditional explanatory teaching. Another challenging issue is related to

the support needed by learners; discovery learning is difficult for

learners, and it seems there is a clear need to support learners in

discovery learning. Several groups of educators have found evidence

that pure discovery learning is less effective as an instructional strategy,

than more direct forms of instruction, (Shute & Glaser, 1990).

Mayer 2004, points out that the use of pure discovery methods is not

supported. He states that while discovery for oneself may be an

engaging form of learning, it may also be frustrating. The main idea

behind these critiques is that learners need guidance, but later as they

gain confidence and become competent then they may learn through

discovery. We as teachers should be critical in using this method and

should think of ways to incorporate parts of this method that produce

positive outcomes for students, for example; ways to engage learners.

1.Define a problem 2. State a

Hypothesis3. Design an Experiment 4. Observe, collect,

analyse and interpret data5. Apply

results 6. Make predictions on basis of Results

(Trinity College Brochure, 2011)

(Trinity College Brochure, 2011)

References:

Implications for Teaching Practice

Application in the Classroom