bruners main concept
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BRUNERS MAIN CONCEPT
JEROME BRUNER
New York City
October 1, 1915
The Process of Education -1960
REPRESENTATION
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 developments level.
Principles of instruction stated by Bruners.
1.instruction must be concerned with the experiences and context that make the
student 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. 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 (1996) 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 Learning
the ways in which a body of knowledge can be
structured so that it can be most readily grasped by the
leaner.
3. Effective Sequencing
no one sequencing will fit every learner, but in
general, the lesson can be presented in increasng
difficulty.
4. Reinforcement
Rewards and punishment should be selected
and paced appropriately.
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 criteral
attributes are combined.
3. The third rule assigns weight to various properties.
4. The fourth rule sets acceptance limits on attributes
THERE ARE SEVERAL KINDS OF CATEGORIES
1.Identity 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 system- categories to recognize that serve to recognize
sensory input.