Bruner’s Constructivist Theory

LIBERTY T. DALMAS
DISCUSSANT
KONNICHIWA (HELLO)
 WHO IS JEROME BRUNER?

 in full Jerome Seymour Bruner, (born October 1, 1915, New York, New York,
U.S.—died June 5, 2016, New York, New York), American psychologist and
educator who developed theories on perception, learning, memory, and
other aspects of cognition in young children that had a strong influence on
the American educational system and helped launch the field of cognitive
psychology.
 Bruner’s
Constructivist
SPIRAL Theory DISCOVERY
CURRICULUM (Main concept) LEARNING

Representation Of THEORY OF
Categorization
Knowledge INSTRUCTION

Enactive Predisposition to
learn
Structure of
Iconic
Knowledge

Effective
Symbolic
Sequencing

Reinforcement
REPRESENTATION OF KNOWLEDGE

1. ENACTIVE REPRESENTATION- The earliest age, children learn about

the world through actions on physical objects and the outcomes of
these action.
2. ICONIC REPRESENTATION- is when learning can be obtained
through using models and pictures.
3. SYMBOLIC REPRESENTATION- The learners has developed the ability
to think in abstract terms.
SPIRAL CURRICULUM

 Teachers must revisit the curriculum by teaching the same content in

different ways depending on students development levels.
 Principles of Instructions Stated by BRUNER
1. Instruction must be concern must be concerned with the experience and
context that makes the students willing and able to learn (READINESS).
2. Instruction must be structured so that it can be easily grasped by the
students (SPIRAL ORGANIZATION).
3. Instruction should be designed to facilitate extrapolation and or fill in the
gaps (GOING BEYOND THE INFORMATION GIVEN).
DISCOVERING LEARNING

 Refers to obtaining knowledge for oneself. The teacher plans and arranges
activities in such a way that students search, manipulate, explore and
investigate. Students learn new knowledge relevant to the domain and
such general problem-solving skills as formulating rules, testing and
gathering information. Most discovery does not happen by chance.
Students require background preparation. Once students possess
prerequisite knowledge, careful structuring of material allows them to
discover important principles.
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 LEARNING- the ways in which a body of knowledge can be
structured so that it can be most readily grasped by the learner.
3. EFFECTIVE SEQUENCING- No one sequencing will fit every learner, but in
general, the lesson can be presented in increasing difficulty.
4. REINFORCEMENT-Rewards and punishment should be selected and paced
appropriately. He investigated motivation for learning.
CATEGORIZATION

 Categories are rules that specify FOUR THING about objects:

1. CRITERIAL ATTRIBUTES- required characteristics for inclusion of an object in a
category.
2. The second rule prescribes how the criterial attributes are combined.
3. The third rule assigns weight to various properties.
4. The fourth rules sets acceptance limits on attributes.
THERE ARE SEVERAL KINDS OF
CATEGORIES:
1. IDENTITY CATEGORIES-include objects based on their attributes or features.
2. EQUIVALENTS 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-categories that serve to recognize sensory input.
ARIGATO!