The cognitive constructivist theory of learning has been influential since the 1950s. Jerome Bruner was one of the pioneers of cognitive constructivism, and his book in 1960, the Process of Education, had a considerable impact on educational policies for a century. This chapter is about cognitive constructivism and one of its significant learning methods, Discovery Learning. The background and guidance of Discovery Learning as an instructional model for science learning and its implications for science education are explained. The main aim of science education is not to make the students memorise the scientific knowledge related to science but to assist them in acquiring the scientific attitudes and skills necessary for knowledge to solve the problems they will encounter throughout their lives. Bruner suggested and researched this aim and improved our understanding of knowledge construction through symbolic representations, scaffolding, and discovery. His ideas led to the movements of ‘learn how to learn’ and ‘learning by doing’, which are still pivots in science education. This chapter will guide the readers with suggestions for using discovery learning in science teaching.