Bruner's.pptx constructivist theory pleasae give me this file i badly need it
- 2. Introduction Jerome Bruner was one of the first proponents of constructivism. A major theme in the theory of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
- 5. 1. Enactive Representation At the earliest ages, children learn about the world through actions on physical objects and the outcomes of these actions. Don't forget ...
- 6. Children represent objects in terms of their immediate sensations of them. They are represented in the muscles and involve motor responses or ways to manipulate the environment. Enactiv e ... Riding a bicycle Tasting the apple Tying a knot
- 7. 2. Iconic Representation This second stage is when learning can be obtained through using models and pictures. The learners can now use mental images to for certain objects or events. Don't forget ...
- 9. 3. Symbolic Representation In this third stage, the learner has developed the ability to think in abstract terms. This uses symbol system to encode knowldege. The most common symbol systems are language and mathematical notation.
- 12. Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.
- 13. Bruner stressed that teaching should always lead to boosting cognitive development.
- 14. In a spiral curriculum, teachers must revisit the curriculum by teaching the same content in different ways depending on students’ developmental levels.
- 15. In the K to 12 curriculum, the spiral progression is a mandate. Section 5(g), Curriculum Development of RA 10533., states the, “The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level.”
- 16. Geometry In the spiral progression approach, concepts are revisited again and again as you go up the Grades. This supports mastery of concepts.
- 18. Below are the principles of instruction stated by Bruner: 1. Instruction must be concerned with the experiences and contexts that make student willing and able to learn (readiness). 2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
- 19. 3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
- 20. Discovery Learning Discovery learning refers to obtaining knowledge for oneself. The teacher plans and arranges activities in such a way that students search, manipulate, explore and investigate. Students learn new knowledge relevant to the domain and such general problem- solving skills as formulating rules, testing and gathering information.
- 21. Classroom Example: • In elementary school- Teacher’s might use guided discovery to help children learn animal groups (e.g. mammals, birds, reptiles). • In high school- A chemistry teacher might use • “mystery” liquids and have students discover the elements in each.
- 22. Bruner’s (1966) states that a theory of instruction should address four major parts: 1. Predisposition to learn- He Introduced the ideas of “ readiness for learning”. 2. Structure of knowledge- This refers to the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner.
- 23. Bruner offered considerable detail about structuring knowledge. 1. Understanding the fundamental structure of a subject makes it more comprehensible. Bruner viewed categorization as a fundamental process in the structuring of knowledge. Details are better retained when placed within the context of an ordered and structured pattern.
- 24. 2. To generate knowledge which is transferable to other contexts, fundamental principles or patterns are best suited.
- 25. 3. The discrepancy between beginning and advanced knowledge in a subject area is diminished when instruction centers on a structure and principles of orientation.
- 26. 3. Effective sequencing. No one sequencing will fit every learner, but in general, the lesson can be presented increasing difficulty.
- 27. 4. Reinforcement. Rewards and punishment should be selected and paced appropriately.
- 28. Bruner gave much attention to categorization of information in the construction of internal cognitive maps. He believed that perception, conceptualization, learning, decision making and making inferences all involved categorization. Categories are “rules” that specify four things about objects. Categorization
- 29. 1. Criterial attributes- required characteristics for inclusion of an object in a category. (Example, for an object to be included in the category “car” it must have an engine, 4 wheels, and be a possible means of transportation, 2. The second rule prescribes how the criterial attributes are combined.
- 30. 3. The third rule assigns weight to varioue properties. (Example, it could be a car even if a tire was missing, and if it was used for hauling cargo it would be shifted to a different category of “truck” or perhaps “van”.
- 31. 4. The fourth rule sets acceptance limits on attributes. Some attributes can vary widely, such as color. Others are fixed. For example, a vehicle without an engine is not a car. Likewise, a vehicle with only two wheels would not be included in “car”.
- 32. There are several kinds of categories: 1. Identify categories- categories include objects based on their attributes or features. 2. 2. Equivalent categories- (provide rules for combining categories).
- 33. 3. Coding systems- are categories that serve to recognize sensory input. “ People interpret the world mostly in terms of similarities and differences”. This is a valuable contribution to how individuals construct their own models or view of the world.
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