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Strengths
- Encourages Curiosity
- Motivates Self-Discovery and Questions
- Personalizes Learning
- Promotes Life-Long Learning Skills
- Engages Students in the Learning Process
- Develops Critical Thinking Skills

Weaknesses
- Time Consuming
- Can reject the idea of important skills ALL student should learn
- Can confuse learners due to lack of initial framework
- Can limit learning if its the only learning structure in academic lessons

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Education:
Bruner received his Bachelor of the Arts Degree in Psychology from Duke University in 1937 and later received his Doctorate Degree in Psychology from Harvard University in 1941.

Career:

Bruner served in the Intelligence Corps of the U.S. Army during World War II as an expert in psychological warfare.

After World War II, he returned to Harvard University in 1945 and he became a professor in the Department of Social Relations in 1952. From 1960 to 1972 he was not only a professor at Harvard University, but he also co-founded and led their Center for Cognitive Studies.

In 1972, he left Harvard University and became a professor at the University of Oxford in experimental psychology.

In 1980, he left the University of Oxford and moved to New York to teach at at the New School for Social Research and New York University School of Law.

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Biography
Jerome Bruner. (2018). In Encyclopedia Britannica Online. Retrieved from https://www.britannica.com/biography/Jerome-Bruner
Harvard University Department of Psychology. (2016). Jerome Bruner. Retrieved from https://psychology.fas.harvard.edu/people/jerome-bruner

Discovery Learning Theory Description
Discovery Learning (Bruner). (2017, February 24). Retrieved September 23, 2018, from https://www.learning-theories.com/discovery-learning-bruner.html
Future of Discovery Learning
Clark R. E., Kirschner P. A., & Sweller J. (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, 75-86. Retrieved from http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf
Stokke A (2015)

What to do about Canada's declining math scores? C.D. HOWE INSTITUTE COMMENTARY 427, 1-20. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2613146##

Strengths and Weaknesses
Bennett, W.J. (1999). The educated child: A parents guide from preschool to eight grade. New York, NY: Touchstone.

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Teaching strategies- Teachers use discovery learning by implementing problem solving based questions that make the student question why something the is the way that it is. Teachers are encouraged to guide the students through the discovery process, without directly giving the student the information. The student can usually use past learning experiences and personal life experiences in order to solve the problem and make connections to different teachings.

Assessment strategies- After or during a discovery learning activity, the teacher can hold a classroom discussion on what the students learned. This allows the students to share and compare how each one of them went about the problem and what they learned and discovered while solving it. Another way the teacher can assess the students would be to have the students present their findings to the rest of the class. This gives the students an opportunity to share their findings and shows the teacher that the students know the information.

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Discovery based learning is the method of inquiry-based instruction and it is best for learners to discover facts for themselves. Learners draw on their past experience and their existing knowledge to discover new facts.
Models are based on guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.

Relate to YA and YA Development:
Students will be more likely to remember concepts and knowledge that they have discovered on their own.
Students would be able to interact with the world by exploring and manipulating objects and ideas. They will also be able to perform experiments to gain new knowledge.
Students are able to actively participate in the learning process.

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Summary: Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves.

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In recent years, discovery-based learning in Canada has lead to a decrease in math scores. Studies show that explicit instruction is the best route in teaching math and the newly popularized discovery based learning is more difficult for students to fully grasp the subject - especially in early and middle years of education.

Also due to the nature of discovery learning, it may be detrimental to young learners by forcing a cognitive overload - putting new information with existing information is a skill that has yet to develop in younger minds. A modified version of discovery learning with a guided hand is suggested.