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Module 13 FLCT

The document discusses Jerome Bruner's constructivist theory of learning. [1] It describes Bruner's view that learning is an active process where learners construct new ideas based on prior knowledge. [2] Bruner proposed that knowledge can be represented in three stages: enactive, iconic, and symbolic. [3] He also emphasized the importance of a spiral curriculum where the same content is revisited at different developmental levels.

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541 views

Module 13 FLCT

The document discusses Jerome Bruner's constructivist theory of learning. [1] It describes Bruner's view that learning is an active process where learners construct new ideas based on prior knowledge. [2] Bruner proposed that knowledge can be represented in three stages: enactive, iconic, and symbolic. [3] He also emphasized the importance of a spiral curriculum where the same content is revisited at different developmental levels.

Uploaded by

The Reactant Group
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES


University Town, Catarman, N. Samar
Web: http://uep.edu.ph; Email: uepnsofficial@gmail.com

Module in Educ 6a
Facilitating Learner-Centered
Teaching

April Fatima M. Sardeňa


Part-Time Lecturer
First Semester, School Year 2021-2022
Module 13 Bruner’s Constructivist Theory

Take the Challenge!

In this Module, challenge yourself to attain the following learning outcomes:

 Describe the development of the child’s ability to represent knowledge.


 Explain how the spiral curriculum works.

Introduction

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 CONCEPTS

Representation

Bruner suggested the ability to represent knowledge in three stages. These three
stages also become the three ways to represent knowledge.
1. Enactive representation – At the earliest ages, children 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
through using models and pictures.
3. Symbolic representation – In this third stage, the learner has developed the ability
to think in abstract terms.

Spiral Curriculum

Bruner stressed that teaching should always lead to boosting cognitive


development. Students will not understand the concept if teachers plan to teach it using
only the teacher’s level of understanding. Instruction needs to be anchored on the
learners’ cognitive capabilities.
In a spiral curriculum, teachers must revisit the curriculum by teaching the
same content in different ways depending on students’ developmental levels.
Below are the principles of instruction stated by Bruner:
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)
3. Instruction should not be designed to facilitate extrapolation and or fill in the gaps
(going beyond the information given).

Discovery learning

Discovery 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.
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”.
Bruner believed that any subject could be taught at any stage of development in a
way that fits the child’s cognitive abilities.
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. Bruner
offered considerable detail about structuring knowledge.
1. Understanding the fundamental structure of a subject makes it more
comprehensible. Bruner viewed categorization as a fundamental process
in the structuring of knowledge.
2. To generate knowledge which is transferable to other contexts,
fundamental principles or patterns are best suited.
3. The discrepancy between beginning and advanced knowledge in a subject
area is diminished when instruction centers on a structure and principles of
orientation.
3. Effective sequencing. No one sequencing will fit every learner, but in general, the
lesson can be presented in increasing difficulty. Sequencing, or lack of it, can make
learning easier or more difficult.
4. Reinforcement. Rewards and punishments should be selected and paced
appropriately.

Categorization

Bruner gave much attention to categorization of information in the construction of


internal cognitive maps. He believed that perception, conceptualization, learning,
decision making and making inferences all involved categorization. Categories are “rules”
that specify four things about objects. The four things are given below:
1. Criterial attributes – required characteristics for inclusion of an object in a
category.
2. The second rule prescribes how criterial 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.
There are several kinds of categories:
1. Identify categories – categories include objects based on their attributes or
features.
2. Equivalent categories (provide rules for combining categories). Equivalence can
be determined by affective criteria, based on related functions (for example, “car”,
“truck”, “van” could all be combined in an inclusive category called “motor
vehicle”), or by formal criteria, for example by science, law or cultural agreement.
3. Coding systems are categories that serve to recognize sensory input. They are
major organizational variables in higher cognitive functioning.

Activity 1

1. Choose a topic related to your field of specialization.


2. Write a simple plan on how to teach this topic sing Bruner’s principles.
Topic ________________________________________________________
Grade/Year Level of Learner _____________________________________
How will you present the topic on the
Enactive level? _________________________________________________
_______________________________________________________________
_______________________________________________________________
Iconic Level? ___________________________________________________
_______________________________________________________________
_______________________________________________________________
Symbolic Level? _________________________________________________
________________________________________________________________
________________________________________________________________
How will you apply the spiral curriculum approach in this topic?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Describe how you can use discovery learning for this topic.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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