Core 3 unit iv bruner cognitive development
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1. Jerome Bruner was an American psychologist who developed theories of cognitive development and learning known as the cognitive theory. 2. Bruner believed that learning involves three stages - enactive, iconic, and symbolic - which correspond to development in how children process and represent information. 3. Key aspects of Bruner's theory included the concepts of scaffolding, spiral curriculum, and discovery learning - which emphasized facilitating active learning through temporary support, revisiting topics at increasing complexity, and allowing students to discover relationships in information respectively. 4. Overall, Bruner argued that education should focus on developing students' problem-solving skills and autonomous learning abilities rather than simply imparting knowledge.
Core 3 unit iv bruner cognitive development
- 1. I Year B.Ed - CORE 3 LEARNING AND TEACHING Ms R SRIDEVI Assistant Professor, Pedagogy of Mathematics, Loyola College of Education Chennai 34 UNIT IV Cognitive And Humanistic Theories Of Learning BRUNER’S COGNITIVE THEORY
- 2. The questions and allotment of marks are as described below: • Type of course : Full course • Type of Questions : Essay type • Questions : 10 • To answer : 7 • Marks : Each carries 10 marks • Total marks : 70 ( 7 x 10 ) • Maximum word : 600 words / 5 sides for each question • Time : 3 hrs
- 3. Unit IV Cognitive And Humanistic Theories Of Learning • Learning – Meaning of learning as defined by cognitive psychologists • Insight learning (Kohler) • Modes of cognitive development (Bruner) • Stages of intellectual development (Piaget) • Learning styles (Kolb) • Self-actualization ( Maslow) • Theory of a fully functioning person ( Carl Rogers).
- 5. JEROME BRUNER • Born :October 1, 1915 • Died : June 5, 2016 (aged 100) • Residence: New York City, USA • Nationality: American • Known for : Cognitive psychology and Educational psychology
- 6. 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.
- 7. Bruner held the following beliefs regarding learning and education: • 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 world in which they live.
- 8. STAGES ENACTIVE (Birth to age 3) Action Based ICONIC (Age 3 to 8 yrs) Image Based Symbolic (8 yrs & above) Language Based
- 9. ENACTIVE STAGE • From child’s birth to 3 yrs old. • Children perceive the environment through actions on physical objects that they initiate. • Showing and modelling have more learning value than telling. • Learning through motor actions.
- 10. ICONIC • From age 3 to 8 yrs. • In the second stage, Learning can be obtained through using models and pictures. • Visual memory increases. • Information is stored visually in the form of images. • Decisions are still made on the basis of perceptions.
- 11. SYMBOLIC • Above 8 years… • Learner develops the capacity to think • Children began to use symbols to represent people, things, etc • They have the ability to think and talk about things in abstract terms. • They can better understand mathematical principles and use symbolic idioms. • Information can be stored in the form of a code or symbol such as language.
- 12. READINESS • Bruner (1960) opposed Piaget’s notion of readiness. • He argued that schools waste time trying to match the complexity of subject material to a child's cognitive stage of development. • This means students are held back by teachers as certain topics are deemed too difficult to understand and must be taught when the teacher believes the child has reached the appropriate stage of cognitive maturity.
- 14. SCAFFOLDING THEORY • Providing individual support / Temporary support to student learning. • Way of guiding the students. • Can use it for different kinds of age groups. • The teacher provides assisted activities • For ex – Stories, Read the sentences loud and etc • The teacher guide learners through both verbal and non-verbal.
- 16. PURPOSE OF SCAFFOLDING • Simplifying the task or idea • Motivate and encourage the child • Highlighting important task
- 17. BENEFITS OF SCAFFOLDING • Individual instruction • Motivates the learners to learn • Minimises frustration
- 19. SPIRAL CURRICULUM • Bruner (1960) adopts a different view and believes a child (of any age) is capable of understanding complex information. • “We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.” (p. 33)
- 20. SPIRAL CURRICULUM • Bruner (1960) explained how this was possible through the concept of the spiral curriculum. This involved information being structured so that complex ideas can be taught at a simplified level first, and then re-visited at more complex levels later on.
- 21. SPIRAL CURRICULUM • Therefore, subjects would be taught at levels of gradually increasing difficultly (hence the spiral analogy). Ideally, teaching his way should lead to children being able to solve problems by themselves.
- 23. DISCOVERY LEARNING • Bruner (1961) proposes that learners construct their own knowledge and do this by organizing and categorizing information using a coding system. • Bruner believed that the most effective way to develop a coding system is to discover it rather than being told by the teacher. • The concept of discovery learning implies that students construct their own knowledge for themselves (also known as a constructivist approach).
- 24. DISCOVERY LEARNING • 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.
- 29. • The aim of education should be to create autonomous learners (i.e., learning to learn). • For Bruner (1961), the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem- solving skills which can then be transferred to a range of situations.
- 30. • Specifically, education should also develop symbolic thinking in children. • In 1960 Bruner's text, The Process of Education was published. • The main premise of Bruner's text was that students are active learners who construct their own knowledge.