Discovery learning sounds effective, but without guidance often leads to frustration or incorrect conclusions. Letting students discover information on their own sounds appealing but isn’t always effective. Without proper instruction, feedback, or guidance, misconceptions easily arise. This is known as the “Discovery Illusion.” Successful discovery learning requires a balance between freedom and structured support. Example: A teacher lets students perform a chemistry experiment without clear instructions. Many draw the wrong conclusions, leading to incorrect understanding of the concept.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.
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.