Jerome Bruner Theory.Practical reasearch pptx

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Jerome Bruner

Theory

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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

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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}

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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

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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).

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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}

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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}

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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}

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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}

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Three Stages Of Cognitive

Representation

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Three Stages Of Cognitive

Representation

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Three Stages Of Cognitive

Representation

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References

http://www.instructionaldesign.org/theories/constructivist.html

https://www.slideshare.net/sanjeevmehta52/jerome-bruner-lear ning-theory

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