Jerome bruner learning theory
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1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning. 2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum. 3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
Jerome bruner learning theory
- 1. WEL COME TO LEARNING THEORY Topic:Jerome Bruner Theory PRESENTOR- MR YOGENDRA PD. MEHTA MN IN ADULT NURSING YEAR-FIRST BATCH- SECOND DATE: 2069/07/08
- 2. Introduction of Theorist • Born October 1, 1915 • Age 94 • Born in New York, New York • Education – PhD, Harvard, 1941 (Psychology) – BA, Duke University, 1937 • Affiliations – American Psychological Association – Law & Society Association – Society for Research in Child Development • Publications – The Culture of Education, 1996 – Acts of Meaning, 1991 – Actual Minds, Possible Worlds, 1987 – The Process of Education, 1960 • cognitive psychologist and educational psychologist • Scaffolding Theory • Spiral Curriculum
- 3. Principles of J. Bruner Theory 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).
- 4. J. Bruner Theory • Bruner's theoretical framework is based on the theme that learning is an active process and learners construct new ideas or concepts based upon existing knowledge. • Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences. • Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
- 5. Contd……… • Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded. • He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make spontaneous bound. • He investigated motivation for learning. He felt that ideally, interest in the subject matter is the best stimulus for learning. Bruner did not like external competitive goals such as grades or class ranking.
- 6. Conclusion of Theory • A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. • As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves and they should engage in an active dialog (i.e., socratic learning). • Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.
- 7. Features of J. Bruner's theory of Instruction 1. Tendency 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. 4. The nature and pacing of rewards and punishments.
- 8. Cognitive Development Like Piaget, Bruner believed in stages of instruction based on development. • Enactive (birth to age 3) • Iconic (age 3 to 8) • Symbolic (from age 8) Each mode is dominant at different phases of development but all are present and accessible always.
- 9. Enactive The first stage he termed "Enactive", when a person learns about the world through actions on physical objects and the outcomes of these actions. .
- 10. Iconic The second stage was called "Iconic" where learning can be obtained through using models and pictures.
- 11. Symbolic • "Symbolic" in which the learner develops the capacity to think in abstract terms. • Based on this three-stage notion, Bruner recommended using a combination of concrete, pictorial then symbolic activities will lead to more effective learning.
- 12. Classroom Applications • Provide study materials, activities and tools. • Examples of all three to help children learn about dinosaurs – Construct a model of a dinosaur (enactive) – Watch a film about dinosaurs (iconic) – Consult reference texts and discuss findings (symbolic) .
- 13. Technology in Classroom • Manipulatives for enactive stage. • Safari Montage and other video footage for iconic mode. • Simulations to discover/develop their own approach for symbolic mode • Educators equip students with basic skills to access information to increase their knowledge and desire to learn.
- 14. Scaffolding Theory • He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with instinctive structures to learn a language. Bed-time stories and read alouds are classic examples
- 15. Spiral Curriculum • Instead of focusing for relatively long periods of time on specific narrow topics, a spiral curriculum tries to expose students to a wide varies of ideas over and over ago.
- 16. Characteristics of constructivism theory 1. Constructivist learning environments provide multiple representations of reality. 2. Multiple representations avoid oversimplification and represent the complexity of the real world. 3. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
- 17. Contd……. 5. Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction. 6. Constructivist learning environments encourage thoughtful reflection on experience. 7. Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition."
- 18. Refferences • Bruner, Jerome. Retrieved June 3, 2008. NYU Department of Psychology Web site: http://www.psych.nyu.edu. • Flores, Nicole. Jerome Bruner’s educational theory. Retrieved June 3, 2008. New Foundation Web site: http://www.newfoundations.com. • Hollyman, David. Retrieved June 3, 2008. Jerome Bruner a web overview. http://au.geocities.com. • http://www.learningandteaching.info/learning/behaviour.htm#ixzz1c K1zDCYm • http://www.learning-theories.com/behaviorism.html • http://nicefun.net/learning-theory-of-gestalt- vt2659.html#ixzz2ClBwhC00 • http://www.a2zpsychology.com/a2z%20guide/gestalt_theory.htm .