The act of discovery.

@article{Bruner1961TheAO,
  title={The act of discovery.},
  author={J{\'e}r{\^o}me Seymour Bruner},
  journal={Harvard Educational Review},
  year={1961},
  volume={31},
  pages={21-32}
}
  • J. Bruner
  • Published 1961
  • Psychology
  • Harvard Educational Review
The active participation in the learning process by the child might result in the following hypothesized benefits: an increase in intellectual potency so as to make the acquired information more readily viable in problem solving, the enaction of the learning activities in terms of the intrinsic reward of discovery itself (as contrasted with the drive-reduction model of learning), learning the heuristics of discovery, and making material more readily accessible in memory. From Psyc Abstracts 36… Expand
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  • Computer Science, Medicine
  • Perspectives on psychological science : a journal of the Association for Psychological Science
  • 2012
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This review argues that recent advances in these related fields may offer a fresh theoretical perspective on how people gather information to support their own learning. Expand
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  • J. Sweller
  • Psychology, Computer Science
  • Cogn. Sci.
  • 1988
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It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. Expand
Learning by Discovery: Psychological and Educational Rationale
  • H. Taba
  • Psychology
  • The Elementary School Journal
  • 1963
the development of ideas about learning and teaching today is the fact that the curriculum projects that were started to strengthen the role of content in the learning process have turned around andExpand
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The observed effectiveness and efficiency of discovev learning in simulation environments together with problems that learners may encounter in discovery learning are reviewed, and how simulations may be combined with instructional support in order to overcome these problems are discussed. Expand
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Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.
  • R. Mayer
  • Psychology, Medicine
  • The American psychologist
  • 2004
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Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration. Expand
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