Discovery Learning Quotes

I don't learn as well, I think, in like a structured way. I kind of have to be thrown into it.

I learn in a different way. I learn experientially.

Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.

Seriously, who really cares how long the Nile river is, or who was the first to discover cheese? How is memorizing that ever going to help anyone? Instead, we need to give kids projects that allow them to exercise their minds and discover things for themselves.

Learners are encouraged to discover facts and relationships for themselves.

Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of discovery from the preschool age on, throughout life?

A big part of engaging kids in science is not getting the single, correct answer; it's being willing to work with students to discover the correct answer.

Perhaps we have been misguided into taking too much responsibility from our children, leaving them too little room for discovery

Well, part of it is a longstanding belief - it's been in our education establishment at least since the 1930s - that somehow children should be allowed to discover knowledge for themselves, that they should construct their own knowledge. This has surfaced most recently in connection with mathematics instruction, where the idea is that they need to discover how to add for themselves. Rather than being taught how to add, they should construct this knowledge on their own.

Education is not just you learn how a mosquito flies in the rain, but you learn how to be creative and why it's exciting to learn things and create things and make up new things.

It is not true that I invented what is called the Montessori Method... I have studied the child; I have taken what the child has given me and expressed it, and that is what is called the Montessori Method.

In teaching, you do not want to COVER things, you want to UNCOVER them. The best way to get good ideas is to have lots of ideas.

Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.

Learning is definitely not mere imitation, nor is it the ability to accumulate and regurgitate fixed knowledge. Learning is a constant process of discovery - a process without end.

Learn by doing. Learn through experiences. And this goes back to Steve Jobs' thing - which is the way you open up your knowledge of the world is by discovering it and learning about it, not through books, but by being there.

We've become so accustomed to teaching to the tests that we've forgotten about a child's joy of discovery.

[America] doesn't have an emphasis anymore on original discovery. Everything is based on teaching and learning for tests. Memorizing what you are taught, not on actually making discoveries. People are being treated as herded cattle instead of as human beings capable of making original, creative discoveries.

Crucial to science education is hands-on involvement: showing, not just telling; real experiments and field trips and not just 'virtual reality.'

The method of teaching which approaches most nearly to the method of investigation is incomparably the best.

The drills we do, where you're telling kids to memorize things, don't actually work. What works is engaging them and letting them do things and discover things.

Kids can learn a lot by seeing things rather than reading it.

Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it. If ever you substitute authority for reason he will cease to reason; he will be a mere plaything of other people's thoughts.

Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.

From the very beginning of his education, the child should experience the joy of discovery.

Bottom up thinkers try to start from experience and move from experience to understanding. They don't start with certain general principles they think beforehand are likely to be true; they just hope to find out what reality is like.