Educator here.
This is called “discovery learning”.
(The alternative to discovery learning, “direct instruction”, would be if someone had told OP about these permissions before OP got themselves into a pickle)
When discovery learning is successful, it leads to better learning outcomes.
Compared to direct instruction, you learn the material more deeply and will have better recall of the material, often for the rest of your life.
The downsides to discovery learning are that it’s very time-consuming, very frustrating, and many students will just fail (give up) before learning is completed.
Educator here. This is called “discovery learning”. (The alternative to discovery learning, “direct instruction”, would be if someone had told OP about these permissions before OP got themselves into a pickle)
When discovery learning is successful, it leads to better learning outcomes. Compared to direct instruction, you learn the material more deeply and will have better recall of the material, often for the rest of your life. The downsides to discovery learning are that it’s very time-consuming, very frustrating, and many students will just fail (give up) before learning is completed.
Consider yourself one of the lucky ones, OP.
If discovery learning is frustrating in class, you must adjust it. It can’t be too easy or too frustrating.
And yes, usually the mental model a student forms from a lesson after doing some discovery learning has strong foundations.