Discovery learning, where students explore and learn through hands-on experiences and experimentation, has both advantages and disadvantages in elementary science education. Balancing discovery learning with direct instruction can often provide a more comprehensive approach to teaching elementary science.

When the author was a teacher of fifth grade children in the United States he had a poor opinion of discovery learning. The author felt it was time-consuming, resource intensive, and that children needed much more guidance in their learning. This case study shows how one boy taught the author a lesson in the benefits of discovery learning.

The teacher was planning a series of lessons regarding the incubation of chicken eggs. The lesson as planned was taken over by a student with background knowledge and experience with hatching birds that resulted in the teacher stepping back and learning important lessons about discovery learning. Through this interaction the author learned that children can be surprising in their creativity and critical thinking. Without checking for prior knowledge, a lesson might be inappropriate. In letting the child share their knowledge with others there was more classroom engagement in the project. Before this interaction the boy had been reserved in class and was labeled ‘difficult to work with” by his previous teachers. As a result of this project the boy emerged as a much better student in all subjects as evidenced by grades, dispositions, and attitudinal differences noted by parents, principal, and the boy’s previous teachers. He had a renewed interest in learning.

Discovery learning can be difficult without teacher guidance, but this child carried out the project successfully and subsequently taught the other children as well. This presentation should be of interest to science educators, those who teach pre-service teachers, as well as those who work with children.

Keywords: Elementary science education, discovery learning, pedagogy.