Jerome Bruner Theory.Practical reasearch pptx
Jerome Bruner
Theory
(Constructivist
Theory)
Jerome Bruner’s Theory
• Learning is an active process where learners create
new ideas or concepts based on their current or past
knowledge
• The learner chooses and transforms information,
establish hypotheses, and make decisions, relying on
a cognitive structure to do so
•
Cognitive structure (i.e., schema, mental models)
provides meaning and organization to experiences
and allows the individual to "go beyond the
information given"
Jerome Bruner’s Theory
• Instructor should try and encourage students to
discover principles by themselves
• Instructor and student should engage in an active
dialog (i.e., Socratic learning)
• Task of the instructor is to translate information to be
learned into a format appropriate to the learner's
current state of understanding
• Curriculum should be organized in a spiral manner so
that the student continually builds upon what they
have already learned.
Jerome Bruner’s Theory
Bruner (1966) states that a theory of instruction
should address four major aspects:
1. Predisposition towards learning
2. The ways in which a body of knowledge can be
structured so that it can be most readily grasped
by the learner
3. The most effective sequences in which to present
material, and
4. The nature and pacing of rewards and
punishments. Good methods for structuring
knowledge should result in simplifying, generating
Jerome Bruner’s Principles
1. Instruction must be concerned with the
experiences and contexts that make the
student willing and able to learn (readiness).
2. Instruction must be structured so that it can
be easily grasped by the student (spiral
organization).
3. Instruction should be designed to facilitate
extrapolation and or fill in the gaps (going
beyond the information given).
Jerome Bruner’s Beliefs
Bruner held the following beliefs regarding learning and education:
•
He believed curriculum should foster the development of
problem-solving skills through the processes of inquiry and
discovery.
•
He believed that subject matter should be represented in terms
of the child's way of viewing the world.
•
That curriculum should be designed so that the mastery of skills
leads to the mastery of still more powerful ones.
•
He also advocated teaching by organizing concepts and learning
by discovery.
•
Finally, he believed culture should shape notions through which
people organize their views of themselves and others and the
Three Stages Of Cognitive
Representation
1. Enactive – The representation of knowledge
through actions
(the first to appear)
• For example, a baby shakes a rattle and
hears a noise. The baby has directly
manipulated the rattle and the outcome
was a pleasurable sound. In the future, the
baby may shake their hand, even if there
is no rattle, expecting thier hand to
produce the rattling sounds. The baby
does not have an internal representation of
the rattle and, therefore, does not
understand that it needs the rattle in order
Three Stages Of Cognitive
Representation
2. Iconic – The visual summarization of
images
(appears from ages one to six years old)
• For example, a child drawing an image
of a tree or thinking of an image of a
tree would be representative of this
stage.
Three Stages Of Cognitive
Representation
3. Symbolic representation – The use of
words and other symbols to describe
experiences
(appears from ages seven and above)
• For example, the word 'dog' is a
symbolic representation for a single
class of animal. Symbols, unlike mental
images or memorized actions, can be
classified and organized. In this stage,
most information is stored as words,
mathematical symbols, or in other
symbol systems.
Three Stages Of Cognitive
Representation
Bruner believed that learning should begin
with direct manipulation of objects. For
example, in math education, Bruner promoted
the use of algebra tiles, coins, and other items
that could be manipulated.
Three Stages Of Cognitive
Representation
After a learner has the opportunity to directly
manipulate the objects, they should be
encouraged
to
construct
visual
representations, such as drawing a shape or a
diagram.
Three Stages Of Cognitive
Representation
Finally, a learner understands the symbols
associated with what they represent. For
example, a student in math understands that
the plus sign ( + ) means to add two numbers
together and the minus sign ( - ) means to
subtract.
References
http://www.instructionaldesign.org/theories/constructivist.html
https://www.slideshare.net/sanjeevmehta52/jerome-bruner-lear
ning-theory
http://study.com/academy/lesson/jerome-bruners-theory-of-dev
elopment-discovery-learning-representation.html
Thanks For
Listening
Theory
(Constructivist
Theory)
Jerome Bruner’s Theory
• Learning is an active process where learners create
new ideas or concepts based on their current or past
knowledge
• The learner chooses and transforms information,
establish hypotheses, and make decisions, relying on
a cognitive structure to do so
•
Cognitive structure (i.e., schema, mental models)
provides meaning and organization to experiences
and allows the individual to "go beyond the
information given"
Jerome Bruner’s Theory
• Instructor should try and encourage students to
discover principles by themselves
• Instructor and student should engage in an active
dialog (i.e., Socratic learning)
• Task of the instructor is to translate information to be
learned into a format appropriate to the learner's
current state of understanding
• Curriculum should be organized in a spiral manner so
that the student continually builds upon what they
have already learned.
Jerome Bruner’s Theory
Bruner (1966) states that a theory of instruction
should address four major aspects:
1. Predisposition towards learning
2. The ways in which a body of knowledge can be
structured so that it can be most readily grasped
by the learner
3. The most effective sequences in which to present
material, and
4. The nature and pacing of rewards and
punishments. Good methods for structuring
knowledge should result in simplifying, generating
Jerome Bruner’s Principles
1. Instruction must be concerned with the
experiences and contexts that make the
student willing and able to learn (readiness).
2. Instruction must be structured so that it can
be easily grasped by the student (spiral
organization).
3. Instruction should be designed to facilitate
extrapolation and or fill in the gaps (going
beyond the information given).
Jerome Bruner’s Beliefs
Bruner held the following beliefs regarding learning and education:
•
He believed curriculum should foster the development of
problem-solving skills through the processes of inquiry and
discovery.
•
He believed that subject matter should be represented in terms
of the child's way of viewing the world.
•
That curriculum should be designed so that the mastery of skills
leads to the mastery of still more powerful ones.
•
He also advocated teaching by organizing concepts and learning
by discovery.
•
Finally, he believed culture should shape notions through which
people organize their views of themselves and others and the
Three Stages Of Cognitive
Representation
1. Enactive – The representation of knowledge
through actions
(the first to appear)
• For example, a baby shakes a rattle and
hears a noise. The baby has directly
manipulated the rattle and the outcome
was a pleasurable sound. In the future, the
baby may shake their hand, even if there
is no rattle, expecting thier hand to
produce the rattling sounds. The baby
does not have an internal representation of
the rattle and, therefore, does not
understand that it needs the rattle in order
Three Stages Of Cognitive
Representation
2. Iconic – The visual summarization of
images
(appears from ages one to six years old)
• For example, a child drawing an image
of a tree or thinking of an image of a
tree would be representative of this
stage.
Three Stages Of Cognitive
Representation
3. Symbolic representation – The use of
words and other symbols to describe
experiences
(appears from ages seven and above)
• For example, the word 'dog' is a
symbolic representation for a single
class of animal. Symbols, unlike mental
images or memorized actions, can be
classified and organized. In this stage,
most information is stored as words,
mathematical symbols, or in other
symbol systems.
Three Stages Of Cognitive
Representation
Bruner believed that learning should begin
with direct manipulation of objects. For
example, in math education, Bruner promoted
the use of algebra tiles, coins, and other items
that could be manipulated.
Three Stages Of Cognitive
Representation
After a learner has the opportunity to directly
manipulate the objects, they should be
encouraged
to
construct
visual
representations, such as drawing a shape or a
diagram.
Three Stages Of Cognitive
Representation
Finally, a learner understands the symbols
associated with what they represent. For
example, a student in math understands that
the plus sign ( + ) means to add two numbers
together and the minus sign ( - ) means to
subtract.
References
http://www.instructionaldesign.org/theories/constructivist.html
https://www.slideshare.net/sanjeevmehta52/jerome-bruner-lear
ning-theory
http://study.com/academy/lesson/jerome-bruners-theory-of-dev
elopment-discovery-learning-representation.html
Thanks For
Listening