LEARNING THEORIES PAPER Lee Hanae Ung

Discovery learning describes situations where learners engage in self-directed, process-oriented,

reflective inquiry in a scaffolded, exploratory environment. At its core, the theory is based on the Con-

structivist school of thought as developed by John Dewey, Jean Piaget and Leo Vygotsky; however, it

was Jerome Bruner that laid the groundwork for discovery learning (Bruner, 1961). Bruner based the

theory on his observations of children and adults engaging in similar patterns of “rearranging and trans-

forming evidence” to build new understanding at varying levels of complexity.

As defined by Bruner, discovery is the building of knowledge “by the use of one’s own

mind” (1961). Often, discovery learning is misinterpreted as unguided exploration, but Bruner has clari-

fied six essential components to discovery learning (1977):

1. Attitude: Learners will recognize opportunities to actively apply, extend and make connec-

tions with knowledge and persevere when faced with failure.

2. Compatibility: Educators will provide scaffolding in a way that allows students to assimilate

knowledge in a way that suits their own processes and schema.

3. Activation: Learners should receive positive feedback to reinforce motivation for learning.

4. Practice: Learners should apply knowledge in context-based activities.

5. “Self-loop” problem: Since children are often able to complete tasks at a higher level than

they are able to articulate verbally or summarize concisely, modeling language can help stu-

dents develop reflective practices.

6. Information flow: Learners need to manage and apply the knowledge they have acquired ef-

fectively.

Bruner also outlined three “modes of representation”, or forms that information takes when

stored in the mind: enactive representation (i.e. muscle memory), iconic representation (i.e. mental im-

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LEARNING THEORIES PAPER Lee Hanae Ung

agery) and symbolic representation (i.e. language-based thought) (Jarvis & Chandler, 2001). In contrast

to Piaget’s stages of development, these modes coexist and are not strictly sequential.

An extension of this theory is scientific discovery learning, which leans away from conceptual

inquiry and aligns more with the scientific process of hypothesizing, experimenting and drawing conclu-

sions (De Jong & Joolingen, 1998). De Jong and Njoo identified essential skills required for learners to

be successful in self-directed hypothesis creation and experimentation (1992). These “discovery skills”

include “hypothesis generation, experiment design, prediction, and data analysis” (Joolingen, 1998, p.

386). According to De Jong and Joolingen, a lack of these skills inhibits the learner’s ability to build

new knowledge (1998).

In terms of implementation, Bruner also defined the “spiral curriculum”, which has students re-

visit the same overarching concepts through problems and situations that increase complexity over time.

The implications here are that there should be ongoing continuity and context in active learning and

“any subject can be taught to any child in some honest form” (Bruner, 1960).

Discovery learning has informed many current classroom practices, including simulation-based

learning. Simulation-based learning is a role-playing opportunity in an artificial environment that allows

students to practice or witness the application of complex skills and concepts (Castronova, n.d.).

Through individual or collaborative activities, learners apply their knowledge to various scenarios, and it

it through this process, and the subsequent collection of new information, reflection and consolidation,

that new understandings are created. Other advantages of using simulations in learning include connect-

ing learning to global issues, working with phenomena that occur on different timescales and engaging

students with realistic scenarios. The virtual environment also lets educators scaffold and learners fail;

both of which are essential elements in effective discovery learning.

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LEARNING THEORIES PAPER Lee Hanae Ung

References

Bruner, J.S. (1960). The process of education. Cambridge: Harvard University Press.

Bruner, J.S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.

Bruner, J. S. (1977). The process of education. Boston: Harvard University Press.

Castronova J. (n.d.). Discovery learning for the 21st century: What is it and how does it compare to

traditional learning in effectiveness in the 21st century? Retrieved from http://

chiron.valdosta.edu/are/Litreviews/vol1no1/castronova_litr.pdf

De Jong, T., Joolingen, W.V. (1998). Scientific discovery learning with computer simulations of

conceptual domains. Review of Educational Research, 68(2), 179-201.

De Jong, T., Njoo, M. (1992). Learning and Instruction with computer simulations: Learning processes

involved. Computer-based Learning Environments and Problem Solving, 411-429.

Jarvis, M., Chandler, E. (2001). Angles on Psychology. Cheltenham, Great Britain: Nelson Thornes Ltd.

Joolingen, W.V. (1998). Cognitive tools for discovery learning. International Journal of Artificial

Intelligence in Education, 11, 385-397.

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