The Contribution of Guided Discovery Learning to the Growth of Critical Thinking Skills in Elementary Students

Abstract

This study investigates the contribution of the Guided Discovery Learning (GDL) model to the development of critical thinking skills in elementary school students through a Systematic Literature Review (SLR). As 21st-century education increasingly emphasizes Higher-Order Thinking Skills (HOTS), critical thinking emerges as an essential competency that must be cultivated from an early age. Guided Discovery Learning, rooted in Bruner’s constructivist theory, provides structured scaffolding that encourages students to actively explore, analyze, and derive conclusions from evidence. The literature search was conducted through Scopus, Web of Science, and Google Scholar, focusing on empirical studies from the last five to ten years. Findings indicate that GDL significantly enhances critical thinking dimensions, particularly evidence evaluation and analytical reasoning, by engaging students in hypothesis testing, data analysis, and reflective metacognitive processes. Effective scaffolding—such as metacognitive prompts and analytical frameworks—plays a key role in ensuring cognitive support and preventing misconception. Despite its advantages, GDL requires considerable instructional time and skilled facilitation to balance guidance and autonomy. Overall, this review highlights that GDL is a powerful pedagogical approach capable of transforming learning environments, supporting students in constructing knowledge independently, and strengthening foundational critical thinking skills essential for lifelong learning in the 21st century.