A critical review of teaching models with particular reference to Bruner’s discovery learning approach

Abstract

Teaching models provide systematic frameworks for organising teaching-learning experiences in accordance with educational objectives, learner characteristics and the nature of subject matter. The development of teaching models reflects the movement of education from predominantly teacher-centred transmission toward approaches that recognise cognitive activity, social interaction, personal development and behavioural change. Among the major classifications of teaching models, the framework associated with Joyce and Weil identifies four broad families which are Information Processing, Social Interaction, Personal, and Behavioural Systems. The present paper critically reviews the concept, characteristics, classification, educational significance and limitations of teaching models, with special reference to Jerome S. Bruner's discovery learning model. Bruner's educational thought emphasises the structure of knowledge, readiness for learning, active cognitive engagement, discovery and the spiral organisation of curriculum. His „The Process of Education‟ provides a foundational account of these ideas. The paper further examines Bruner's three modes of\ representation enactive, iconic and symbolic and the implications of discovery-oriented learning for classroom practice. Particular attention is given to the distinction between pure or unassisted discovery and guided or enhanced discovery. Empirical reviews indicate that unassisted discovery does not consistently outperform explicit instruction, whereas enhanced discovery supported by feedback, scaffolding, worked examples and elicited explanations can produce more favourable learning outcomes. Similarly, Mayer's review concluded that guided discovery was more effective than pure discovery in the studies examined. The paper therefore proposes a balanced interpretation of Bruner's model in which learner exploration is combined with purposeful teacher guidance.