Design and plan learning activities and/or programmes of study
How students learn, both generally and within their subject/disciplinary area(s)
Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
Discovery-based learning is when students figure out ideas for themselves instead of being told the answers. They might run experiments, solve puzzles, or explore problems without step-by-step instructions. In higher education, it’s used in labs, problem-solving, and project-based learning. But students need help — too little guidance can overwhelm them or lead them in the wrong direction. When well supported, discovery learning builds deeper understanding and engagement.
Unassisted discovery learning has a small but clear negative effect on student learning ➖➖➖ (Alfieri et al., 2011). In contrast, enhanced or guided discovery — with tools like scaffolds, elicited explanations, or feedback — leads to better learning outcomes than traditional instruction ➕➕➕. Inquiry learning with guidance is especially powerful in science and maths, improving not just test results (d = 0.50), but how well students complete the task (d = 0.71) ➕➕➕➕ (Lazonder & Harmsen, 2016). The type of guidance matters: scaffolds, prompts, and worked examples are most effective. The evidence also shows that younger or less experienced learners benefit most from more specific guidance.
This summary is based on two high-quality meta-analyses. Alfieri et al. (2011) reviewed 164 studies and found clear distinctions between unassisted and guided discovery. Lazonder and Harmsen (2016) analysed 72 studies of inquiry-based learning in science and maths. Both used robust statistical methods, tested key moderators (like age and type of guidance), and were rated high quality (++++) using GRADE.
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. https://doi.org/10.1037/a0021017
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
