Document Type : Original Article

Authors

• abdolvahid Navidi ¹
• zeynab baghlani ²
• Rasool Balavi ³

¹ Shahid Chamran University of Ahvaz

² قسم اللغه العربیة و آدابها، جامعة شهید تشمران اهواز، کلیة المعارف السلامیه، اهواز، ایران

³ Department of Arabic Language and Literature, Shahid Chamran University of Ahvaz

Abstract

This study explores Jerome Bruner’s theory of discovery learning and its pivotal role in the acquisition of Arabic grammar rules among undergraduate students at Shahid Chamran University of Ahvaz. The research begins by identifying the challenges and difficulties students face when learning grammar through traditional methods focused on rote memorization and passive reception, which often lead to weak understanding, low engagement in the classroom, and poor academic achievement. The study emphasizes the urgent need to adopt alternative instructional approaches that respond to learners’ needs and are grounded in contemporary educational theories.

Within this framework, the study examines the theoretical foundations of Bruner’s discovery learning model, with a particular focus on the principle of the “spiral curriculum,” which advocates presenting knowledge gradually and repeatedly to enable learners to reconstruct concepts in increasingly complex contexts. The research also highlights key cognitive concepts such as representational thinking and the structural organization of knowledge, viewing them as intellectual pillars that help transform learners into active agents in the construction of knowledge. Relying on field analysis, the study investigates the implementation of discovery-based instruction in Arabic grammar classes, incorporating real-world linguistic tasks that promote exploration, discussion, and collaborative learning. It emphasizes the pedagogical dimension of discovery learning as an educational model that redefines the relationship between the learner and knowledge, fosters autonomous learning, and enhances critical thinking skills. The study concludes that discovery learning is not merely an alternative to traditional methods, but rather a comprehensive educational approach that aligns with the demands of modern university-level education.

Keywords

• Discovery Learning, Bruner'
• s Theory, Arabic Grammar, Spiral Learning, Modern Teaching Methods