Overview
Rooted in Bruner’s *The Process of Education* (1960).
📌 At a glance
- Modes
- Enactive, iconic, symbolic
Evidence
Pure discovery underperforms (Mayer 2004; Kirschner, Sweller & Clark 2006, citing cognitive load); guided discovery can beat explicit instruction (Alfieri et al. 2011).
Bruner and Ausubel are framed as rivals. Both sought meaningful understanding; they differed on the route.
Frequently asked questions
- Is it the same as inquiry learning?
- Closely related; inquiry stresses scientific procedure.
References
- Bruner, J. S. (1960). The Process of Education. Harvard University Press.
- Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
- Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19.
- Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41(2), 75–86.
- Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.
- 板倉聖宣『仮説実験授業』仮説社, 1974.