Discovery Learning in mechanical engineering design: Case-based learning or learning by exploring?

Abstract

Relative to traditional deductive teaching, inductive methods impose more logistical problems and require much more planning. Inductive teaching and learning techniques are more likely to trigger student resistance and interpersonal conflicts. Moreover, instructional methods that call for the use of team-based learning pose additional problems, such as the needs to assess individual student performance in a team environment and to prepare students to deal with communication problems that arise in cooperative work. Discovery Learning is an extreme form of inductive teaching where students are presented with a challenge and left to work out the solution mainly on their own. The instructor may provide feedback in response to students' efforts but offers little direction. This form of inductive teaching has rarely been used in undergraduate classes. There is little empirical evidence for its effectiveness in that setting. This paper discusses two different challenges, presented in two consecutive semesters as part of the Mechanical Design Applications II class at Texas A&M University, using the discovery learning approach. We compare the effectiveness of the discovery learning approach in the two undergraduate classes, based on empirical evidence and students' perceptions. In the end, the paper summarizes some of the lessons learned and plans for future activities using the discovery teaching/learning approach. © 2012 American Society for Engineering Education.