The theory has been expounded and popularized by famous American philosopher and educational crusader John Dewey and Brazilian pedagogy Paulo Freire.
Dewey, considered as one of the founding fathers of modern-day functional psychology, implemented this idea by setting up the University of Chicago Laboratory School.
Freire on the other hand, highlighted the important role of the individual development seeking to generate awareness and nurture critical skills based on his most influential pieces known as Pedagogy of the Oppressed.
Dewey advocated for education as a means of preserving democracy and sound government because he was raised in advanced and civilized New York City.
Besides Freire and Dewey there were other key contributors to the learn-by-doing theory including Richard DuFour, who adopted and applied it to the development of professional learning communities.
Despite being born blind it did not stop Jeremy Bruner from becoming successful, as he was able to get a Phd in psychology and taught in Harvard, Oxford and NY University.
[3] David Kolb drew inspiration from Kurt Lewin, John Dewey, and Jean Piaget to create an experiential learning model.
In the article he writes, “But one empirical generalization is so clear that all schools of thought must accept it, although they interpret it in different fashions: learning is the product of experience.
[4]Sherlock, developed by Alan M. Lesgold and Sherrie P. Gott, is an intelligent tutoring system designed to help airmen understand cognitive tasks in the Air Force.
The contemporary research advocates have stated that stimulating the energy of the classroom could serve a more effective purpose compared to the traditional lecture.
[7][8] The current study created by Jana Hackathorn, Erin D. Solomon, Kate L. Blankmeyer, Rachel E. Tenniel, and Amy M. Garczyński presented the four teaching techniques: lecture, demonstrations, discussions, and in-class activities by measuring the effectiveness of each to prove the one which stands out the most.
[16][17] The discussions present a stronger sense of knowledge as it allows people to think about what others have stated and then build upon those conceptions mentioned.
[18] The analytical thesis that was made denotes the effectiveness of comprehension level learning improving within this sort of essence which then leads to the drop of knowledge/application related answers turning out accurate during the empirical study.
[10] Whether individuals work by themselves and then share with their peers and teachers or in large groups that consist of circulating different ideas into one, students are able to visualize the “phenomena” unraveling.
[10][15] Therefore, it was hypothesized that constructs that utilized the ICA method, the students would perform effectively on both comprehension and application level questions rather than the knowledge ones.
[12] Results In order to scrutinize each of the techniques such as lectures, demonstrations, discussions and in class activities, the four repeated measures of ANOVAs were utilized to differentiate the results in between the three levels of Bloom's taxonomy.Using the Mauchly's test it was identified that for the LECT approach, the correct scores on the knowledge level computation turned out to be much lower than comprehension and application.
[12] Closing Remarks For the first hypothesis, it was first assumed that the lecture technique would be effective upon the knowledge leveled questions but it was proven wrong with the Mauchly's test.
Despite the fact that lectures are known to increase comprehensible skill sets and application related principles, the consciousness of retaining content throughout the semester could be quite challenging.
[19][20] The results of the fourth and final hypothesis were notably accurate; it was determined that both comprehension and application level questions were effective upon the increase of mastering the information to a high extent.