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Jerome Bruner and Discovery Learning

Jerome Bruner believed in discovery learning and that curriculum should foster problem-solving skills through inquiry. He thought subject matter should be represented according to a child's perspective and that mastering basic skills leads to more advanced ones. Bruner advocated organizing concepts and learning through discovery. He also believed culture shapes perspectives. Robert Gagne described a learning hierarchy from simple stimulus-response to complex problem-solving. The stages included signal, stimulus-response, chaining, verbal association, discrimination, concept, principle, and problem-solving learning. Jean Piaget's cognitive learning theory examined how children understand and learn about the world.

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Hazel Abellano
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601 views28 pages

Jerome Bruner and Discovery Learning

Jerome Bruner believed in discovery learning and that curriculum should foster problem-solving skills through inquiry. He thought subject matter should be represented according to a child's perspective and that mastering basic skills leads to more advanced ones. Bruner advocated organizing concepts and learning through discovery. He also believed culture shapes perspectives. Robert Gagne described a learning hierarchy from simple stimulus-response to complex problem-solving. The stages included signal, stimulus-response, chaining, verbal association, discrimination, concept, principle, and problem-solving learning. Jean Piaget's cognitive learning theory examined how children understand and learn about the world.

Uploaded by

Hazel Abellano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Jerome Bruner and

Discovery Learning
Bruner held the following beliefs regarding
learning and education:
• He believed curriculum should foster the development of
problem-solving skills through the processes of inquiry and
discovery.
• He believed that subject matter should be represented in
terms of the child's way of viewing the world
• . That curriculum should be designed so that the mastery of
skills leads to the mastery of still more powerful ones.
Bruner held the following beliefs regarding
learning and education:
• He also advocated teaching by organizing concepts and
learning by discovery.
• Finally, he believed culture should shape notions through
which people organize their views of themselves and others
and the world in which they live..
Three Stages of Representation

• Enactive, which is the representation of knowledge


through actions.
• Iconic, which is the visual summarization of images.
• Symbolic representation, which is the use of words
and other symbols to describe experiences.
Enactive

• This stage involves the encoding and storage of


information. There is a direct manipulation of objects
without any internal representation of the objects.
Iconic

• This stage involves an internal representation of


external objects visually in the form of a mental image
or icon.
Symbolic

• This is when information is stored in the form of a


code or symbol such as language. Each symbol has a
fixed relation to something it represents.
Robert Gagne’s Hierarchy of
Learning
1. Signal Learning

• Here the individual learns to make a diffuse response


to a signal or stimulus.
Example
An infant smiles at the sight of its mother.
2. Stimulus Response Learning
• Involves the connection between a stimulus and a
response. The leaner is learning to make precise
movement of muscle in response to specific stimulus.
Example
A child says papa at the sight of his father.
3. Chain Learning
• This is a more advanced form of learning in which the
subject develops the ability to connect two or more
previously- learned stimulus-response bonds into a linked
sequence. It is the process whereby most complex
psychomotor skills are learned.
Example
riding a bicycle or playing the piano
4. Verbal Association
• This is a sub-variety of chaining that occurs when the
stimuli and responses in chain learning consists of words

Example
A child is able to define a certain word and apply it
correctly.
5. Discrimination learning
It is seen when the learner is able to perform different
responses to a series of similar stimuli that may differ in
a systematic way. Discrimination learning is made more
difficult when the learner comes across road blocks or
interference that inhibits continual learning.
5. Discrimination learning
Example
The child learn to distinguish between his mother and his
aunt.
6. Concept Learning
• The learner acquires a capacity to respond to stimuli that a
class of objects share in common. Here generalization within
classes and discrimination between classes are learned by
identifying abstract characteristics like color, shape, position
etc.
Example
The child learns the concept bird. He distinguishes a birds
from a mammal.
7. Principle Learning
• It includes the acquiring of knowledge and understanding
of a relationship between concepts.
Example
A child learns the principle – metals expand on heating.
8. Problem Solving
• It is the highest stage in the hierarchy of learning process.
It involves the application of the principles that have
already learnt, in order to achieve some goal.
Example
A boy proves theorems in geometry.
Jean Piaget’s Cognitive
Learning Theory

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