This paper describes an approach to DSS design and use intended to enhance the development of both general and specific problem-solving skills of the user by encouraging the use of discovery as a tool for learning. The basic philosophy of discovery learning, often referred to as errorful learning, is to present the user with a microworld in which to explore and discover general rules and concepts. The idea is that the user is in control of the process and can let curiosity and personal interest drive the search of the problem space rather than be inhibited by rules governing the »rightness» or »wrongness» of answers and intermediate outcomes. Rather than being limited to developing an understanding of the problem from the output of a set of normative analytical models, the discovery learner develops a much richer, more generalizable set of problem-solving skills and understanding of the problem domain. The paper includes both a scientific and philosophical discussion of discovery links the concept of discovery to DSS design, and offers suggestions of specific tools that should be incorporated into a discovery-learning DSS.
