BRUNERS

CONSTRUCTIVIST
THEORY

A major theme in the theoretical framework of

Bruner is that learning is an active process in
which learners construct new ideas or concepts
based upon their current/past knowledge. The
learner selects and transforms information,
constructs hypotheses, and makes decisions,
relying on a cognitive structure to do so.
Bruner's constructivist theory is a general
framework for instruction based upon the study
of cognition.


BRUNERS MAIN CONCEPTS

1.

2.

3.

REPRESENTATION
ENACTIVE REPRESENTATION: At the
earliest ages, children learn about the world
through actions on physical objects and the
outcomes of these actions.
ICONIC REPRESENTATION: This second
stage is when learning can be obtained through
using models and pictures.
SYMBOLIC REPRESENTATION: In this third
stage , the learner 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
developmental levels.

PRINCIPLES OF INSTRUCTIONS STATED BY BRUNER:

1.

2.

3.

READINESS- Instruction must be concerned

with the experiences and contexts that make the
student willing to be able to learn.
SPIRAL ORGANIZATION- Instruction must be
structured so that it can easily grasped by the
student.
GOING BEYOND THE INFORMATION GIVENInstruction should be designed to facilitate
extrapolation and or fill in that gaps.


DISCOVERING LEARNING

Refers to obtaining knowledge for oneself.

Teacher plans and arranges activities in such a
way that students search, manipulate, explore,
and investigate.

BRUNERS 4 MAJOR ASPECTS IN THEORY OF INSTRUCTIONS:

1.

2.

3.

4.

PREDISPOSITION TO LEARN- The ideas of

readiness for learning.
STRUCTURE OF KNOWLEDGE- Ways in
which a body of knowledge can be structured so
that it can be most readily grasped by the learner.
EFFECTIVE SEQUENCING-No one sequencing
will fit every learner, but in general , the lesson
can be increasing difficulty.
REINFORCEMENT- Rewards and punishment
should be selected and paced appropriately.

CATEGORIZATION

1.

2.

3.

4.

CRITICAL ATTRIBUTES- Required

characteristics for inclusion of an object in a
category.
SECOND RULE PRESCRIBES HOW THE
CRITERAL ATTRIBUTES ARE COMBINED.
THE THIRD RULE ASSIGNS WEIGHT TO
VARIOUS PROPERTIES.
FOURTH RULE SETS ACCEPTANCE LIMITS
ON ATTRIBUTES.

KINDS OF CATEGORIES:
1.

2.

3.

IDENTITY CATEGORIES- Categories include

objects based on their attributes or features.
EQUIVALENT CATEGORIES- Determined by
affective criteria, which render objects
equivalent by emotional reactions, functional
criteria, based on related functions.
CODING SYSTEMS-- Categories that serve
recognize sensory input.

PRINCIPLES OF BRUNER
LAUNCHED THE NOTION THAT
PEOPLE INTERPRET THE WORLD
MOSTLY IN TERMS OF
SIMILARITIES AND DIFFERENCES.

THEEND