Discovery learning is a learning model introduced in 1960s by one of the founders on constructivist theory, Jerome Bruner, but closely related to works of Jean Piaget (see: Stage Theory of Cognitive Development), Lev Vygotsky (see: Social Development Theory), John Dewey and Seymour Papert and later further developed by other researchers. Bruner's theory is considered to be fully constructivist in nature. Discovery learning according to him is a inquiry-based instructional approach in which the learner builds new knowledge from prior knowledge and active experience.
In contrast to classical teaching methods in which the learner is usually passive and expected to assimilate the knowledge presented by the teacher1), discovery learning offers a learner-centered approach in which the learner discovers new knowledge through active, hand-on experiences2) and construct new concepts based on his existing knowledge. This kind of learning is oriented on the process of learning, rather then on its content and information. According to Bruner,
Another important aspect of discovery learning is failure, which is viewed as an important element of learning to the extent that learner hasn't really learned anything if he hasn't failed during the learning process.
Main attributes of discovery learning, as described by Bicknell-Holmes and Hoffman4) are:
The characteristics in which discovery learning differs from clasical learning are5):
Bruner’s constructivistic principles of discovery learning claim that instruction must6):
The role of the teacher in such instructional process can be either to provide students with information when necessary (guided discovery) or not provide them with information at all (unguided discovery).
These principles offering an idea of what instructional process should look like were implemented in several mostly very similar architectures of discovery-based learning:
Discovery learning has been subjected to many criticisms lately (see: criticisms of constructivism), with more and more studies showing:
Still, this debate is ongoing as various researchers still find that guided discovery can result in better learning than explicit instruction12).
Discovery Learning (Bruner) at Learning Theories. Retrieved June 2, 2011.
Castronova, J. Discovery learning for the 21st century: what is it and how does it compare to traditional learning in effectiveness in the 21st century. Literature Reviews, Action Research Exchange (ARE 1, no. 2). 2002.
Bruner, J. The Relevance of Education. Norton, 1971.