Exploring Discovery Learning Strategies in the Sixth-Grade Primary Persian Textbook: A Study Based on the Cognitive Theory

Document Type : Original Article

Authors

1 Associate Professor of General Linguistics in Farhangian University, P. O. Box 14665- 889, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, P.O. Box 14665- 889, Tehran, Iran.

3 M.A. in Persian Language teaching, Farhangian University of Kerman, Kerman, Iran

Abstract

Background and Objectives: Discovery learning involves acquiring knowledge through exploring relationships among phenomena. This study examines the application of this type of learning approach in the sixth-grade Persian textbook from a cognitive perspective.
Methodology: The research population includes Persian textbooks from the second elementary period, with the sixth-grade textbook as the sample. This descriptive-analytical study analyzes the sample based on 14 components, five strategies, and three knowledge representations of the discovery learning model using a research-made checklist.
Findings: The data analysis reveals an uneven distribution of components. While some components align with Bruner’s approach, such as frequent reference to previous concepts and discovering similarities, others, like emphasizing new concepts and learning through contradictions, do not match with this model. The strategies, such as starting lessons with questions, encouraging problem posing, and organizing content from simple to complex, are not aligned with the cognitive approach. However, to begin lessons with attention to previous concepts, encouraging practical guessing, and creating stimulation are relatively aligned. The study also highlights inconsistencies in strategies such as conceptual analysis and stimulating curiosity.
Conclusion: The textbook partially incorporates components and strategies of the discovery learning, but falls short in fully fostering autonomous and active thinking in students.

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