Structured Discovery Lesson-Exploring fingerprints

“Exploring fingerprints”

A structured discovery lesson is the kind of learning where learners use existing, prior, or new knowledge to discover new truths, beliefs, or ideas about a topic. The selected topic for this discovery lesson is exploring fingerprints using magnifying lenses and ink. Discovery learning benefits learners because it enables them to use their cognitive skills to acquire new knowledge. This method of teaching is inquiry-based. As such, tutors can ask learners a question on a topic, and the learners work to explore or discover the facts (Rozhana & Harnanik, 2019). The teacher’s role in this kind of learning is to ensure that learners work correctly with their exploration or discovery, collect misconceptions and facts about the topic, and correct the misconception. A structured discovery lesson has six main teaching events, which will be applied to our topic, “Exploring fingerprints.” These events include; stimulation, problem statement, data collection, data processing, verification, generalization, and finalization.

The first event in the lesson discovery is stimulation. Stimulations are non-linear activities that encourage learners to think independently as they make decisions. Therefore, for our discovery lesson of exploring our fingerprints, I will let the learners watch a fingerprint exploration video from YouTube. Then, I will ask them to execute the same steps the video illustrates to explore their fingerprint. The teacher will then allow learners to have a group discussion to discuss any idea they have about fingerprints and magnifying glasses from what they observed in the video. Rozhana & Harnanik (2019) affirm that the stimulation step in discovery learning is very beneficial because it promotes evaluative and critical thinking. This is because the stimulation process is open-ended or ambiguous and encourages learners to deliberate the scenario’s implications, making them engage in the activity more interactively and enthusiastically.

The next event is the problem statement, which identifies and frames the problem that the students have yet to solve or explore. This step will allow learners to communicate their discovery scope and focus on exploring fingerprints by noting down what they seek to explore and the problem they are to solve. Therefore, this step will help learners plan which steps and activities to use to discover facts about fingerprints. The problem that the topic of exploring fingerprints using magnifying lenses seeks to solve or explore is why people use magnifying lenses to explore fingerprints. Are fingerprints similar or different among people?

The Fourth step is data collection. This step entails collecting data and information about fingerprints as per the topic. Indah (2020) affirms that the data collection stage is important as it entails classifying, identifying, and providing visibility into an idea and context of unstructured and structured data. It also helps in answering questions. Therefore, for this step of learning for our topic, students will pair themselves into two pairs and then take their “My exploration sheet,” magnifying sheets, and ink on their desks or stations. The students, in pairs, will explore their fingerprints using the magnifying glass to have a bigger view while noting the differences, similarities, misconceptions, and facts they realized. After that, each learner will dye their right thumb with the dye or ink, then paste it keenly on their partner’s “My exploration sheet” and label them. The teacher’s role is to move around the class and closely monitor or supervise the learners. Once the learners have done all the exploration, they will note or write down what they discovered, the similarities, differences, facts, and misconceptions about fingerprints and the use of magnifying glasses.

The fifth step is data processing. This is conducting an operation or intensive research to confirm whether the collected data is true or false. For our topic exploring fingerprints, the data processing step will be verified by watching information from forensic investigators. This will show that fingerprints are truly different. Moreover, for this reason, the police often search for particular persons using their fingerprints as it gives accurate information about an individual.

The sixth step is the verification stage. At this stage, the students will discuss the similarities and differences they noted with their partners and verify whether their fingerprints are similar or different. Whether their fingerprint patterns are the same, do they have the same size, and whether the thickness of the lines is the same or different. If the learners can identify the major differences in the thickness of lines, patterns, and size, it would be verified that fingerprints are distinct to individuals and never the same. Similarly, the learners can verify that magnifying glasses are used to amplify the image because the fingerprint is too tiny to observe with bare eyes.

The other step is a generalization. This step entails a thorough discussion of the major facts learned from the discovery and the teacher correcting learners if clarification is necessary. For example, some students can claim that fingerprint patterns can be the same, which is a misconception. The teachers will now join in in this stage, correct learners about their discovery, and explain some facts and ideas that the learners might have left out.

The final step is to give final remarks concerning the discovery lesson. How helpful it was, and what the learners primarily learned. The teacher will ask learners a few questions to test their level of understanding and determine whether they actively participated in the discovery lesson by answering questions correctly.

References

Indah, P. (2020). Development of HOTS (high order thinking skill) oriented learning through discovery learning model to increase the critical thinking skill of high school students. International Journal of Chemistry Education Research, 26-32.

Rozhana, K. M., & Harnanik, H. (2019). Lesson Study dengan Metode Discovery Learning dan Problem Based Instruction. Inteligensi: Jurnal Ilmu Pendidikan, 1(2), 39-45

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