Scribd
Upload
257 views

Module 13 Faci

Jerome Bruner was an American psychologist who developed a theory of cognitive learning called constructivism. Bruner believed that learning occurs through discovery and that teachers should help students build new knowledge based on their prior experiences. Key aspects of Bruner's theory include the spiral curriculum, where concepts are revisited at increasing levels of complexity; discovery learning, where students construct their own understandings; and modes of representation like enactive, iconic, and symbolic learning.

Uploaded by

Ella Mae Balido
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
257 views

Module 13 Faci

Jerome Bruner was an American psychologist who developed a theory of cognitive learning called constructivism. Bruner believed that learning occurs through discovery and that teachers should help students build new knowledge based on their prior experiences. Key aspects of Bruner's theory include the spiral curriculum, where concepts are revisited at increasing levels of complexity; discovery learning, where students construct their own understandings; and modes of representation like enactive, iconic, and symbolic learning.

Uploaded by

Ella Mae Balido
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 11

MODULE 13: Bruner’s

Constructivist Theory
 Jerome Bruner was an American psychologist
who made important contributions to human
cognitive psychology as well as cognitive learning
theory in educational psychology. His learning theory
focuses on modes of representation and he introduced
the concepts of discovery learning and a spiral
curriculum.
JEROME BRUNER
• He believe that students learn a subject
through many ways and using different
activities and through their experiences.
• Students, with the help of their
teacher ,should build upon with they
already know.
• He also believed that teacher should
encourage students ton discover concept
themselves.
• Students should continually build upon
what they have learned, method called “
SPIRAL CURRICULUM”.
CONSTRUCTIVISM
 is a theory that is based on scientific study and observation on how
people learn. It is an approach to learning that states that people
construct their knowledge and understanding of the world by
experiencing events and reflecting on those events (McLeod, 2019).
This is by deriving meaning from those events, something that is
influenced by and reconciled with previous experiences and ideas.
BRUNER’S MAIN CONCOPTS
I. REPRESENTATION
II. SPIRAL CURRICULUM
III. DISCOVERY LEARNING
IV. CATEGORIZATION
Three Stages of Bruner’s
Representation
• Enactive
- (0 - 1 year) the first kind of memory. This
mode is used within the first year of life, which
is the representation of knowledge through
actions.
• Iconic
-stage appears from one to six years old. This
stage involves an internal representation of
external objects visually in the form of a mental
image or icon.
• Symbolic
-from seven years and up, is when information
is stored in the form of a code or symbol such
as language.
SPIRAL CURRICULUM
 TEACHERS must revisit curriculum by teaching the same content in
different ways depending on students developments level.
 PRINCIPLES OF INSTRUCTION STATED BY BRUNERS.
1. Instruction must be concerned with the experiences and context that make
the student willing and able to learn (readiness)
2. Instruction must be structured so that it can be easily grasped by the
students (spiral organization)
3. Instruction should be designed to facilitate extrapolation and or fill in the
gaps.( going
Discovery Learning
 The concept of discovery learning implies that students construct their own knowledge for
themselves (also known as a constructivist approach).

 The role of the teacher should not be to teach information by rote learning, but instead to
facilitate the learning process. This means that a good teacher will design lessons that help
students discover the relationship between bits of information.

 To do this a teacher must give students the information they need, but without organizing
for them. The use of the spiral curriculum can aid the process of discovery learning.
 Bruner(1996) states that a theory of instruction
should address four major aspect;

1. Predisposition to Learn
-this is also known as “readiness for learning”. This feature specifically states the experiences
which move the learner toward a love of learning in general, or learning something in
particular.
2.Structure of Learning
-refers to the ways which a body of knowledge can be structures so that it can be most readily
grasped by the learner.
3.Effective Sequencing
-no one sequence will fit every learner, but in general ,the lesson can be presented in an
increasing difficulty manner.
4.Reinforcement
-reward and punishment should be selected and pacedappropriately based on the type of
learner.
Categorization
 are "rules" that specify four thing about objects.

1. Criterial attributes - required characteristics for inclusion of an object in a


category.
2. The second rule prescribes how the critecal attributes are combined.
3. The third rule assignees weight to various properties.
4. The fourth rule sets acceptance limits on attributes. Some attributes can vary
widely, such as color.
KINDS OF CATEGORIES:

Identity Categories – include objects based


on their attributes or features.
Equivalent Categories – provide rules for
combining categories.
Coding System – serve to recognize sensory
input.

You might also like