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Discovery Learning Theory - Jerome Bruner

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Susan Lynn

on 6 November 2013

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Transcript of Discovery Learning Theory - Jerome Bruner

Discovery Learning Theory - Jerome Bruner
Susan Lynn
UWF

Discovery Learning Theory is a Constructivist learning approach. Jerome Bruner is considered the father of Discovery Learning. It closely relates to Dewey's theory of experimentation.
Discovery learning Theory refers to various instructional design models that engage students in learning through discovery. Use of this theory will:
(1) Promote "deep" learning
(2) Promote meta-cognitive skills - problem-solving, creativity, etc.
(3) Promote student engagement
Instructional Design Models that are based on the Discovery Learning Theory
Collaborative discovery learning
Discovery learning with micro-worlds
Experiential learning (to some extent)
Guided discovery learning
Incidental learning
Learning by exploring (exploratory learning)
Simulation-based learning
Case-based learning
Problem-based learning
Inquiry-based learning
Background of the Theory
Philosopher and Educational Reformer, John Dewey, in 1938 wrote, "“there is an intimate and necessary relation between the processes of actual experience and education.” He noted that experience is essential in the learning process.

Jerome Bruner
viewed learning as an active process. He was quite opposed to the passive process and had much influence on curriculum reform during the 1960's. He was a Constructivist. He is the originator of the Discovery Learning Theory.

This theory is closely related to the work of Jean Piaget and Seymour Papert, and their theory of Constructivism.
Specifics to the Discovery Learning Theory
Discovery Learning Theory is an inquiry based and Constructivist theory. It takes place in a problem solving environment. Students interact by manipulating objects, investigating problems, or performing experiments. It is an interactive learning process. Students use their prior knowledge to discover new knowledge, new facts, or new relationships. This learning is said to engage memory in a way that aids these students in remembering, as they discover new information on their own. The learning is student driven, and not teacher driven. A teacher is necessary to facilitate the experience, but new knowledge is acquired by the student through their own discovery process. This process is engaging and motivating for students. The process inspires creativity, independence, and responsibility.
References
Dewey, J. (1938/1997). Experience and education. New York: Macmillan Co., p. 7.

Festenstein, M. (2005). Retrieved from http://plato.stanford.edu/entries/dewey-political/

Garrett, L. (1997). Dewey, Dale, and Bruner: Educational philosophy, experiential learning, and library school cataloging instruction. Journal of Education for Library and Information Science, 38(2), 129-136. Retrieved from http://ezproxy.lib.uwf.edu/login?url=http://search.proquest.com/docview/62435974?accountid=14787\

Jerome Bruner's theory. Theory Fundamentals (2013, November 03). Retrieved from http://www.theoryfundamentals.com/bruner.htm

(n.d.). Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html

(n.d.). Retrieved from http://edutechwiki.unige.ch/en/Discovery_learning

Conclusion
Discovery Learning Theory is useful for many Instructional Designs - case-based learning, guided discovery, problem-solving, and simulated-based learning, along with others.

Students "discover" the solution to the problem.

Some disadvantages can be cognitive overload, misconceptions, or teachers not being able to detect errors or misconceptions. of their students.

For ID - relatively short activities, use caution,
discuss and review results, plan extra time, and try
again.

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