Convergent Discovery Style-G

Develops the cognitive capacity to individually discover a single anticipated, predetermined response to a new and unfamiliar stimulus by linking and connecting known information to produce a discovered unknown but anticipated response.

Summary

In the Convergent Discovery Style, the teacher selects a new and unfamiliar subject matter that invites the learners to apply their reasoning skills to ask questions that logically and sequentially lead to the discovery of the single correct anticipated response.

The Anatomy

In the Convergent Discovery Style, the role of the teacher (T) is to design the single question about the subject matter’s target concept to be discovered. The role of the learner (L) is to engage in various cognitive operations and apply reasoning, questioning, and logic to sequentially make connections that lead to the discovery of the single anticipated target answers.

*The arrows represent the decision shifts from the Guided Discovery Style-F to the Convergent Discovery Style-G.

Subject Matter Objectives

When the Convergent Discovery Style is achieved, the following subject matter objectives are emphasized:

To discover the single correct answer to a question or the single correct solution to a problem
To discover the content sequence that, when logically linked, leads to the final response
To discover a pattern for thinking about the content
Others

Behavior Objectives

When the Convergent Discovery Style is achieved, the following behavioral objectives are emphasized:

To engage in convergent discovery and the production of the one correct response
To activate logic, reasoning, and sequenced problem-solving skills
To construct a specific sequence and search for the cognitive operations that produce the temporary hierarchy that will solve the problem
To experience the cognitive and emotional exhilaration that accompanies the eureka experience
Others