The Theory Behind Explore!

Explore! is a CD-ROM and Web-based learning tool that uses a flexible delivery system, combining a simulated and a live application environment. By providing both environments, Explore! provides a richer learning experience for the user. When students need more guidance and control in their learning process, they use the simulated environment. When students are ready to stretch themselves, they are given the opportunity to do so in the live application.

More importantly, Explore! is not just another computer-assisted instruction (CAI) software product designed to use "point-and-click", step-by-step instructions. Explore! is based on an alternative, specific, and sound (or proven) method of instruction referred to as guided discovery.

What is the history of Guided Discovery?

Guided Discovery is a method of instruction based on the Discovery Learning Theory. Discovery learning can be defined simply as a learning situation in which the principal content of what is to be learned is not given, but must be independently discovered by the learner, making the student an active participant in his learning. Jerome S. Bruner is credited with first introducing discovery learning as a formal learning theory in 1960. One example of true discovery learning is the use of hypertext and hypermedia environments, such as the World Wide Web, that rely on learning by browsing.

What is Guided Discovery?

Guided discovery is one type of discovery learning. It is less extreme than discovery learning, which requires learners to develop their own framework of understanding through unguided and unsupported exploration. By contrast, guided discovery incorporates the general principles of discovery learning, but does provide learners with necessary guidance and support. Most often students are not required to use the guidance and support, but it is available to them if they need it.

• Guided discovery precisely controls and manipulates learning behavior, so the lessons are carefully designed. The process and subject emphasis is predetermined. The learner experiences a subject matter expert's conception of the correct order and content of discovery.
• A stimulus is given in the context of a real-life application. The learner reacts by engaging in active inquiry, discovering an appropriate response.
• With guided discovery, the instructor or instructing software devises a series of statements or questions that guide the learner, step by logical step. This results in a series of discoveries that lead to a single predetermined topic objective.

How will students benefit from using Explore! with Guided Discovery?

• Students use a series of problem-solving investigations by engaging in a real-life context (the fictional business, AdZ, Incorporated). Therefore, they can better relate to the software skills being learned and practiced.
• Students are more engaged as they perform many cognitive operations (such as analyzing data, synthesizing, comparing and contrasting, drawing conclusions, inquiring, inventing, and discovering) rather than passively watching and repeating.
• Students are also more likely to remember and later apply the concepts, because they are not only thinking actively, they are also performing tasks actively.
• Students are able to tailor their learning to their individual needs, rather than those of a group.

Would you like to see for yourself how using the Explore! learning system will benefit your students? Check out our special screentour that demonstrates how Explore! uses the guided discovery philosophy, and how this will help you reach and engage your students in the classroom.