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    Bruner's Contructivist Theory

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    Coleen Paguirigan
    1. Jerome Bruner was a proponent of constructivism and believed that learning is an active process where learners construct new ideas based on past knowledge. 2. Bruner identified three stages of representation: enactive (learning through actions), iconic (using models/pictures), and symbolic (abstract thinking). 3. Bruner advocated for a "spiral curriculum" where students continually build on prior learning through revisiting topics at increasing levels of complexity.

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    Bruner's Contructivist Theory

    Uploaded by

    Coleen Paguirigan
    240 views14 pages
    1. Jerome Bruner was a proponent of constructivism and believed that learning is an active process where learners construct new ideas based on past knowledge. 2. Bruner identified three stages of representation: enactive (learning through actions), iconic (using models/pictures), and symbolic (abstract thinking). 3. Bruner advocated for a "spiral curriculum" where students continually build on prior learning through revisiting topics at increasing levels of complexity.

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    Bruner’s Contructivist Theory

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    1. Jerome Bruner was a proponent of constructivism and believed that learning is an active process where learners construct new ideas based on past knowledge. 2. Bruner identified three stages of representation: enactive (learning through actions), iconic (using models/pictures), and symbolic (abstract thinking). 3. Bruner advocated for a "spiral curriculum" where students continually build on prior learning through revisiting topics at increasing levels of complexity.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    240 views14 pages

    Bruner's Contructivist Theory

    Uploaded by

    Coleen Paguirigan
    1. Jerome Bruner was a proponent of constructivism and believed that learning is an active process where learners construct new ideas based on past knowledge. 2. Bruner identified three stages of representation: enactive (learning through actions), iconic (using models/pictures), and symbolic (abstract thinking). 3. Bruner advocated for a "spiral curriculum" where students continually build on prior learning through revisiting topics at increasing levels of complexity.

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    OBJECTIVES

    1. Describe the development of the child’s


    ability to represent knowledge
    2. Explain how the spiral curriculum works.
    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.
    BRUNER’S MAIN CONCEPT

    1. ENACTIVE representation - At the


    earliest ages, children learn about the
    world through actions on physical
    objects and the outcomes of these
    actions.
    2. ICONIC representation – This second stage is
    when learning can be obtained using models
    and pictures.
    3. SYMBOLIC representation – In this third stage,
    the learner has developed the ability to think in
    abstract terms.
    SPIRAL CURRICULUM

    Curriculum should be organized in a spiral


    manner so that the student continually
    builds upon what they have already
    learned.
    Teachers must revisit the curriculum by
    teaching the same content in different
    ways depending on student’s
    developmental level.
    DISCOVERY LEARNING
    it refers to obtaining knowledge for oneself.
    Bruner (1966) states that a theory of instruction
    should address four major aspects:

    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.
    2.1 Understanding the fundamental structure of a
    subject makes it more comprehensible.
    2.2 To generate knowledge which is transferable
    to other contexts, fundamental principles or
    patterns are best suited.
    2.3 The discrepancy between beginning and
    advanced knowledge in a subject area is
    diminished when instruction centers on a
    structure and principles of orientation.
    CATEGORIZATION
    Bruner gave much attention to categorization of
    information in the construction of internal
    cognitive maps.
    1. Criteria attributes – required characteristics for
    inclusion of an object in a category.
    2. The second rule prescribes how the criteral
    attributes are combined.
    3. The third rule assigns weight to various
    properties.
    4. The fourth rule sets acceptance limits on
    attributes. Some attributes can vary widely,
    such as color. Others are fixed.
    THERE ARE SEVERAL KINDS OF CATEGORIES:
    1. Identity categories – categories include objects
    based on their attributes or features.
    2. Equivalent categories – can be determined by
    affective criteria, which render objects
    equivalent by emotional reactions, functional
    criteria, based on related functions or by
    formal criteria.
    3. Coding systems – are categories that serve to
    recognize sensory input.
    The principles of Bruner launched the notion that
    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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