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Chapter 3.1 Lesson 5

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410 views

Chapter 3.1 Lesson 5

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Tim Ang
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit 3.

1- Cognitive Perspective
Lesson 5 – Bruner’s Constructivist Theory
Learning Outcomes:

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


 Explain how the spiral curriculum works
***Activity: Think of a topic that you studied when you were in your preschool/elementary years, then
studied again in high school, and then in college.
1. What was the topic?
2. Try to recall how the topic was discussed in class (use visual aids, field trips, etc.)
3. What have you learned about the topic during your elementary, then during your high school
and then during your college years.
4. Was there a difference in the depth and breadth of the topic as you moved from level to level?

Inculcating Concepts
Bruner gave us important concepts in development representation, spiral curriculum and
discovery learning. These concepts are all in line with the constructivist approach (to be presented
later). He believed that learning is an active process in which the learners construct new ideas or
concepts based upon their current/past knowledge.
Representation. Bruner suggested the ability to represent knowledge in three stages. These
stages are also the three ways to represent knowledge.

 Enactive representation – At the earliest stage children learn about the orld through
actions on physical objects in terms of their immediate sensation of them. They are
represented in the muscles and involve motor responses, or ways to manipulate the
environment.
 Iconic representation – This second stage is when learning can be obtained though
using models and pictures. The learner can n ow use mental images to stand for cetian
objects or events. Iconic representation allows one to recognize objects when they are
changed in minor ways (e.g. mountains with and without snow at the top)
 Symbolic representation – In this stage, the learner has developed the bility to think in
abstract terms. This uses symbols to encode knowledge. The more common symbol
systems are language and mathematical notation.
Spiral Curriculum.
Bruner stressed that teaching should always lead to boosting cognitive development.
Instruction should always be anchored on learners’ capabilities. The task of the teacher is to translate
information to be learned into a format appropriate to the learner’s current state of undersanding.
Curriculum should be organized in a spiral manner so that students continually build upon what they
have already learned.
In the spiral curriculum topics are generally presented in the grade school in a manner
appropriate for grade schoolers and then the same topic is tackled in high school, but on a much
deeper and wider level. For example. Many concepts discussed in this course were also taken up in
other subjects like General psychology, child and adolescent development to name a few. This is part
of spiral learning. It helps you get a cleare understanding, thus more effective learning.
In the K-12, the spiral curriculum is a mandate. As applied in math, teachers teach algebra,
geometry, statistics and trigonometry concepts from Kinder to grade 10. In a progressive manner.
Concepts are revisited again and again from grade to grade. This supports mastery of concepts.
Discovery Learning
Refers to obtaining knowledge for oneself. Here students are given the opportunity to search,
manipulate, explore and investigate. Learning becomes more meaningful when students explore their
learning environment rather than listen passively to teachers.
Bruner 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. Like any other
educators/psychologists, he recognized the role of external factors in one’s readiness for learning.2)
structure of knowledge. This refers to ways in which a body of knowledge can be structured o that it
can be most readily grasped by the learner. Understanding the fundamental structure of the subject
makes it more comprehensible. Bruner viewed categorization as a fundamental process in structuring
knowledge. Details are better retained when placed within the context of an ordered and structured
pattern. 3) Effective sequencing. This involves presenting lessons in increasing difficulty. 4)
Reinforcement-reward and punishment should be selected and paced appropriately
Categorization
Bruner gave greater attention to categorization n the construction of internal cognitive maps.
Categories are “rules” that specify four tings about objects:

 Critical attributes – required characteristics for an object to be included in a category


(e.g.for an object to be included in the category “car”, it has to have an engine, 4 wheels,
and be a possible means of transportation.)
 The second rule prescribes how the critical attributes are combined
 The third rule assigns weight to various properties. (e.g. it could be a car even if a tire
was missing, and if it used for hauling cargo it would be shifted to a different category of
“truck” or perhaps “van”
 The fourth rule sets acceptance limits on attributes. Some attributes can vary widely
such as color (e.g. a vehicle without an enine is not a car. Likewise, a vehicle with only
two wheels would not be included in “car.”
Kind of Categories

 Identity categories-categories include objects based on their attributes


 Equivalent categories- (provide rule for combining categories). Equivalence can be
determined by emotional reactions, functional criteria(based on related functions. E.g.
“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.(e.g. an
apple is still an apple whether it is green, ripe, dried. It is food (functional) and it is a
member of a botanical classification group.
 Coding system are categories that serve to recognize sensory input. Bruner’s principle
is based on the notion that people interpret the worldmostly in terms of similarities and
differences.
Reference

1. Lucas, Maria Rita & Brenda Corpuz. (2014). Facilitating learning: A metacognitive process
Lorimar Publising, Quezon City, Phil.

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