Bruner’s const ructivist theory

1. Bruner’s constructivist theory

2. OBjectives : explain the individual’s ability and development to represent knowledge. d ifferentiate and discuss the kinds of categories of identity, equivalent and coding. Explain how spiral curriculum works.

3. Jerome Seymour Bruner - one of the first proponents of constructivism. Constructivism - is an epistemological belief about what "knowing" is and how one " come to know."

4. Constructivism reject the notions that: 1. Knowledge is an identifiable entity with absolute truth value, 2. Meaning can be passed on to learners via symbols or transmission,

5. 3. Learners can incorporate exact copies of teacher’s understanding for their own use.

6. “Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.” - major theme in the theoretical framework of Bruner.

7. Bruner’s main concepts Representation Modes of P resenting Understanding: a . Enactive representation - children learn about the world through actions on physical objects and the outcomes of these actions.

8. - represent objects in terms of immediate sensations. - represented in the muscles and involve responses or ways to manipulate the environment. b. Iconic – obtained through using models and pictures.

9. - the learner can now use mental images to stand for certain objects or events. c. Symbolic representation- the learner has developed the ability to think abstract terms.

10. 2. Spiral Curriculum- instruction needs to be anchored on the learner’s cognitive capabilities. Principles of instruction: 1. Readiness 2. Spiral Organization 3. Going beyond the information given

11. 3. Discovering Learning- refers to obtaining knowledge for oneself. Major Aspects in the Theory of Instruction: a. Predisposition to learn - “ readiness for learning”.

12. b. Structure of Knowledge- the ways in which a body of knowledge can be structured so that it can be most readily gasped by the learner. c. Effective Sequencing- presentation of lessons in increasing difficulty.

13. d. Reinforcement- rewards and punishment that should be selected and paced appropriately. 4. Categorization- Bruner believed that perception, conceptualization, learning, decision making, and making inferences all involved categorization.

14. Kinds of Categories: 1. Identity Categories- include objects based on their attributes or features. 2. Equivalent Categories- provide rules for combining categories. 3. Coding Systems- serve to recognize sensory input.

15. “ People interpret the world mostly in terms of similarities and differences”. - valuable contribution to how individuals construct their own models or view on the world.

16. References: http://www.personal.psu.edu/users/w/x/wxh139/ construct.htm Aquino, A.(2009). Facilitating Human Learning . Manila,Philippines , Rex Book Store Inc. Prepared by: Zichara Y. Jumawan BSEd - 2