Rediscovering Discovery Learning

Abstract

ver since the 1960s, when Jerome Bruner focused attention on the process of learning by discovery, teachers have been bombarded with suggestions to forsake direct, expository teaching in favor of indirect, discovery methods. Along with many teachers, I used to be fearful about holding back answers and possibly abandoning students to their own devices so that they might discover meanings for themselves. Discovery methods seemed risky, much like throwing youngsters into the deep end of a swimming pool so they would learn to swim. Furthermore, discovery methods appeared to be complicated and overly time-consuming. It was only recently that I began rereading a few articles and books about discovery teaching, where I found some suggestions that motivated me to try again. Now, I have introduced discovery methods into my own classes with excellent results. Most of the techniques have not proven to be complicated or unusually time-consuming. And I have had good feedback from my students. They really like these discovery methods, which are a diversion from the steady routine of show and tell, tell, tell, and they seem to have an increased excitement for learning. I hasten to add that I have not abandoned expository approaches. Current curriculum requirements and my own lack of ingenuity do not afford me that choice. Instead, I use discovery methods to supplement regular direct, frontal teaching. By using techniques from both ends of the expository-discovery continuum, there is more variety in my classroom, and I have proven to myself that teaching does not have to be an either/or situation. Educators can use many teaching approaches to suit their own requirements. This article discusses ten of the discovery methods that I have found to be the most helpful supplements.