The Effect of Discovery Learning Method on Routine and Non-Routine Problem-Solving Scores Compared to Direct Instruction

This study compares discovery learning and direct instruction in terms of routine and non-routine problem-solving level. Discovery learning was defined in the study as a method of comprehending a rule rather than memorizing it. This study was designed as pretest-posttest comparison group study and a quasi-experimental study. The participants consisted of 51 eighth-grade students selected using the convenience sampling technique. The routine and non-routine problems were implemented in each group for 8 lesson hours. A different teaching method was performed in the experimental group; however, the content and the problems used in the lessons were similar. The results indicated a significant difference between the two teaching perspectives in terms of non-routine problems. However, no significant difference was found between the two teaching perspectives in terms of routine problems