Team-based discovery learning: a four-step cooperative sequence from motivating activity to concept generation¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The article describes team-based discovery learning as an element of cooperative learning in which teams "socialize and share knowledge within the group or team" while following discovery learning steps. The sequence comprises a motivating activity phase collecting teams' curiosity about journal article writing patterns, problem identification and formulation, team opinion gathering and discovery, and concept generation from team discussion. The teacher acts mainly as facilitator guiding students to find hidden patterns from introduction to data analysis sections, following Mayer's finding that guided learning operates better than unguided learning.

Design Implications¶

Context¶

Requirements¶

• Relevant sets of detailed guiding questions reflecting the detailed content of each reputable journal article for each meeting

Constraints¶

• The article states the syntax "will not work more optimally if it is not followed by relevant sets of guiding questions"

Target Learners¶

• seventh-semester EFL university students writing thesis research proposals

Target Learning Objectives¶

• generating a research topic from reputable journal articles
• developing a research proposal draft
• writing a comprehensive research proposal

Claims¶

• Team Based Discovery Learning Improves Research Proposal Writing [+M]

Related Theories¶

Examples¶

• Pair team-based discovery learning with detailed guiding questions, simplified texts, and glossaries of unfamiliar terms

Key Sources¶

• Arifani, Y. (2016). The Implementation of Team-Based Discovery Learning to Improve Students’ Ability in Writing Research Proposal. International Education Studies, 9(2). https://doi.org/10.5539/ies.v9n2p111