BRUNER’S DISCOVERY LEARNING THEORY: AN INNOVATIVE APPROACH IN TEACHING-LEARNING GEOMETRY AT SECONDARY LEVEL

Geometry is the spatial language of the universe where pure logic meets the physical world. Creative thinking allows students to apply geometric principles to real-world challenges. Innovation in geometry is linked to spatial visualization. It allows students to bridge the gap between a formula and solving a complex, real-world problem. Innovative exploration in geometry builds a “gut feeling” for how objects interact in space. Bruner’s discovery model of teaching and learning is very fruitful in geometry because it shifts the focus from rote memorization of formulas to active, hands-on construction of knowledge, leading to a deeper understanding of spatial concepts. This learning approach when guided by an instructor allows students to explore, manipulate shapes, and identify properties themselves, fostering critical thinking, better retention and increased motivation. This model transforms the classroom from a place of “receiving information” to a laboratory of ideas. It also fosters resilience, allowing students to navigate, rather than fear, complex and unfamiliar geometric problem. The spiral curriculum and scaffolding technique in this model help students to handle higher level of cognitive demand revising topics and also facilitating a transition from visual, intuitive understanding to formal, deductive reasoning. The main objectives of this paper is why we follow Bruner’s guided discovery model for teaching-learning geometry at school level and how to implement it in a sophisticated and convenient way in teaching-learning geometry at school level as well as what will be the goal by using this model in modern time where complexity is increasing day to day. This paper is a conceptual/theoretical analysis that examines how Bruner’s Discovery Learning Theory can provide a transformative framework for geometry instruction at the secondary level.