Module 13 ~Bruner’s Constructivist Theory 143 ssed, (waa 4 a ‘ (EER Bruner's Constructivist Theory } —e i In this Module, challenge yourself to attain the following learning | outcomes: “Learners chasa + describe the development of the child’s ability to represent knowledge. are + explain how the spiral curriculum works. encouraged to discover Ah iin facts and relationships : Jerome Bruner was one of the first proponents of constructivism. A | or major theme in the theory of Bruner is that learning is an active process in which leamers construct new ideas or cOncepts based upon thei snUpast | themselves.” knowledge. QMS Sua Bruner’s Spiral Constructivist Theory ‘Curriculum (Main Concepts) Jerome Bruner Discovery . Learning . Representation of Theory, Knowledge, of Instruction Categorization | [Knowledge Predisposition Enactive Tt to Lea iconic Structure ‘on of Knowledge Effective Sequencing —— Symbolic | Reinforcement144 Facisvariva Leanna Jerore Brute Born few York Cy, Getter, 155, He reabved hs AB, ogee fen Duta Unweaty 1857 tnd hs Pin 107 from Harvard. He was ont fact ints Departnert of Payceaagy at Hanard Uivesy from 1952-1972 Nex! te was at (som 1972 1960, Lathe Fora tw Now York Crwvesty of Lan le 1960 Bra pute Ise Tre Process ot Eaaten, Tis tetera Usversty Orla several ear Ho roused to Harvard 1978, Meme ‘Think of a topic that you studied when you were in your preschool or elementary years, and then you studied it again in high school, and probably ‘you had that same: topic again in college What was the topic? ‘Try to recall how the topic was discussedtackled in class (use of visual aids by teacher, experiment, field trip, etc.). Describe what_and how you Ieumed bout the tpie during preshool elementary, Describe what and how you learned about the topic during high school, you learned about the topic in college. Describe what and iy Compare and contrast how the topic was taught to you in the different levels (Try to recall the activities, materials, details given, etc.) Why do you think the"same topic was taught in the three different levels in school? Cite three or more reasons in bulleted form. In the activity you just had, you would have, surely seen that a single topic can be taught in preschool/elementary, then again in high school, and still again in college! Take for instance, in learning about Jose Rizal, in elementary we may have his picture in a postcard, know that he is our national hero, bom on June 19, 1861 in Calamba Laguna, and maybe even have a field trip there, In high school, we may study his two novels in more detail, In. college, we would go deeper into analyzing Rizal’s works and ‘may look into the personal and social factors that influenced him in his life ‘and work and write a term paper on it. This repeated topic on Rizal is a ‘way of applying the principles in Bruner's Theory. He gave us important concepts in development of representations, the spiral curriculum and discovery learning. ‘These concepts are all in line with the constructivist approach. (Constructivism will be discussed in Module 14), pe Brunor's | Represent Brune ‘These thes 1 En the the mo ab 2. leo obt rep in 3. Sy! dey sys lan, Brune: then symbo abstract m represente Spiral cur Brune: developme teach it usi be anchore: is to transi learner's ci a spiral me already lea. Inas teaching developme grade schor topic is ta topic can b the 14 lear will again t up as a me subject. Mi taken up in Principles « you get a ¢school. ferent Yerent Module 13-Bruner’s Constructivist Theory 145, Bruner's Main Concepts Representation Bruner suggested the ability to represent knowledge in three stages. Thege three stages also becom: the three ways to represent knowledge. Enactive representation — At the earliest ages, children learn about the world through actions on physical objects and the outcomes of these actions. Children represent objects in terms of their immediate sensation of them. They are represented in the muscles and involve motor responses, of ways to manipulate the environment (ie. riding a bicycle and tying a knot, tasting the apple). @ ‘conte represcatation - This sexta stage is when leaming can be obtained through using models and pictures. The learner can now use mental images to stand for certain 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 third stage, the learner has developed the ability to think in abstract terms. This uses symbol system to encode knowledge. The most common’ symbol systems are language and mathematical notation. Bruner advised that teachers utilize and bring together concrete, pictorial then symbolic activities to facilitate leaming. Before children can comprehend abstract mathematical operations, teachers can first have the numbers represented enactively (with blocks) and then, iconically (in pictures), Children can later on handle number concepts without concrete objects and only with numbers and number signs (symbolic). 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 on th cognitive capabilities. The task of the instructor is to translate information to be learned into a format appropriate to the Jeamer's current state of understanding. Curriculum should be organized in a ial mene that the student continually builds upon what they have already Teamed. In a spiral curriculum, teachers must revisit the curriculum by teaching the same content in different ways depending on students’ developmental levels. This is why certain topics are initally presented in grade school in_a manner appropriate for grade schoolers, and then the same topic is tackled in high’ school, but on a much deeper level. Sometimes a topic can be revisited within the same semester or school year. For instance, the’ 14 Ieamer-centered principles were introduced to you in Module 2, and will again be tackled:in Module 26. This time the 14:principles will’be taken up as a means to integrate and summarize all your learning in this course/ subject. Many other concepts ani principles discussed in this book are also taken up in your other subjects'like ‘Child and Adolescent Development and Principles of Teaching to name a few This is part of spirif ledming, It helps you get a clearer understanding,’ thus more effective learning Watch these videos at youtube Jerome Bruner spoke af the Universidad ‘Autonoma de Madrid May 21, 2006. Part 1 tow, utube com!146 ET Facuanina LEARNS & 7 the K to 12 curriculum//the spiral progression is a manda Seti n , C Developmei ‘A. 10533, states “The curiculanrstal tse the spiral progression approach to ensure Mastery of knowledge and skills after each level.” As applied in Math, this, would mean that the teachers teach Algebra, Geometry, Statistics and Trigonometry concepts from Kinder 10 Grade 10. In the science class, Biology, Chemistry, and Physics concepts are taught from Grade 3 (where Science as a subject starts) to Grade 10 Considering the developmental. stages’ of, students. In the spiral, progression approach, the teaching of concepts increases in depth and breadth across the Grade levels, Statistics concepts in Kindergarten are much simpler compared to the Statistics concepts in Grade, 10. Geometry concepts in Kindergarten are much simpler than those taught, in Grade 10. This is, im contrast | 10 the disciplinal approach of Math and Science teaching in the 2002 Basic Education Curriculum (BEC). This means that in the 2002 BEC, Algebra is taught in the First and Second Year, Geometry in the Third Year; Statistics and Probability, and Trigonometry’in the Fourth Year. In the sciences, Integrated Science is taught in. the First Year; Biology in the Second Year; Chemistry in the Third Year and Physics in the Fourth Year. Tn the spiral progression approach, concepts are revisited again and again as you go up the Grades. This supports mastery of concepts Figure 2 Below are the principles of instruction stated by Bruner: Instruction must be concerned with the experiences and contexts that make the student willing and able to leam (readiness). 2, Instruction must be structured so that it can be easily grasped by the student (spiral organization). 3,. Instruction should be designed to facilitate extrapolation and or fil in the gaps (going beyond the information given). Discovery learning (Discovery Tearing refers to obtaining knowledge for oneself. The teacher plans and arranges activities in such a way that ‘students search, manipulate, Explore and investigate. Students leam new knowledge relevant to the domain saa such general problem-solving skills as formulating rules, testing and gathering information. Most discovery, does not happen by chance. Students ive background preparation. Once students possess prerequisite knowledge, ceefat ciacturing of material allows them to discover important principles Bru major as 1 Pred learn of de featu a lov Moti empl this. exp child Stru: know earn may facta and t prefe struciadate, Secti ‘viculum shall ge and skills tthe teachers from Kinder sies concepts to Grade 10 1. progression th across the ler compared Kindergarten contrast 10 2002 Basic 2, Algebra is Statistics and Integrated Chemistry in ain and again sontexts ». sped by and or fill The teacher manipulate, the domain testing and e., Students knowledge, principles. Clas Tearni Module 13 - Bruner’s Constructivist Theory sroom Example: ‘ earning becomes niore meaningful when students explore their ing environment rather than listen passively to teachers, Tn elementary school ~ Teachers might use guided discovery 0 ips (eg. mammals, birds, reptiles) help children leam animal grou Is Rather than provide students with the basic animals groups and uamples foreach, the teacher could ask students to provide the ames of types of animals, Then the students and teacher could Classify the animals by examining their similrities and differencts. Category labels can be assigned: once classifications are made, This approach is guided by the teacher to ensure that classifications we proper, but students are active contributors as they discover the similarities and differences among animals. In high school - A chemistry teacher might use “mystery” Tiquids and have students discover the elements in each. The students could proceed through a series of experiments designed to determine if certain substances are present in a sample. By using the experimental process, students learn about the reactions of various substances to certain chemicals and also how to determine the contents of their mystery substance. (Retrieved from hnipy/wwwlfecteles-nc-com Bruner. isn) Bruner (1966) states that a theory of instruction should address four major aspects: ly Predis ‘ition to learn, He introduced the ideas of “readiness for ‘Bruner believed that eny subject could be taugtit at any stage learning ‘of development in a way that fits the child’s cognitive abilities. This feature speciically states the experiences which move the leamer toward a love of learning in general, or of learning something in, particular. Motivational, cultural and personal factors contribute to this. Bruner emphasized social factors.and,early teacher's and parents” influence on this. He believed that learning and problem solving emerged out of exploration. Part of the task of a teacher is to maintain and direct a child XK Stru 's spontaneous explorations. ture 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 _Soowledge can be structured feamier. Bruner emphasized the role of structure in learning and how it may ‘be made central in teaching. Structure refers to relationships among factual elements and technique’. This will depond on different factors, and there will be-many ways to structure a body of knowledge and many preferences among learners. Bruner offered considerable detail about structuring kriowledge 1 Understanding the fundamental structure of a subject makes it more comprehensible. Bruner viewed categorization as a fundamental process in the structiring of knowledge. Details are better retained when placed within the context of an ordered and structured pattern. 2. To generate knowledge which is transferable to other contexts, fundamental principles or pattems are best suited.148 Facuiraning Leaning ‘There are several kinds of categories: 3. ‘The discrepancy between beginning and advanced knowledge in a subject area is ‘diminished when instruction centers om structure and principles of orientation. This means that a body of knowledge must be in a form simple enough for the learner to understand and it must be in a form recognizable to the student's experience. Effective sequencing, No one sequencing will fit every leamer, but ia ‘general, the lesson can be presented in increasing difficulty. Sequencing, or lack of it, can make learning easier or more difficult. Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and elaborating to the level of full understanding and mastery inforcement._ Rewards and punishments should be selected and paved Appropriately. He investigated motivation for learning. He felt tbat ideally, terest in the subject matter is the best stimulus for learning. Bruner did not like external competitive goals such as grades or class ranking Categorization Bruner gaye much attention to categorization of information in the construction of intemal cognitive maps. He believed that perception, conceptualization, Jeaming, deciSion faking and making inferences all involved categorization. Categories are “fules? that specify four thing aboubgbjects. The four things are given below: L rial attributes ~ required characteristic WOM sion of an object Ta category. (Example, for an object to be included in the category “car” it must have an engine, 4 wheels, and be a possible means of iransportation, 2. Thesecond nule prescribes how the crteral attributes are combined. 3. The third rule assigns weight to various properties. (Example, it could bea car even if tire was missing, and ifit was used for hauling cargo it ‘would be shifted to a different category of “truck” or pernaps “van”.) 4, The fourth rule sets acceptance limits on attributes, Some atibutes can vary widely, uch as color. Others are fixed. For example a vehicle without an engine is not a car. Likewise, a vehicle with oaly two wheels would not be included in “car” 1. Identity eategoris or features, 2, Equivalent categories (provide rules for combining categories). Equivalence can be determined by affective criteria, which render objects equivalent by emotional reactions, functional 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. For example, an ~ categories include objects based on their attributes apple is still an apple whether itis green, ripe, dried, ete (identity). Its, food (functional) and it is a member of a botanical classification groupknowledge snters on a ta body of learner to ve student's ner, but in ‘equencing, curriculum Iding upon astery. ‘and paced hat ideally, Bruner did king. onstruction ualization, sorization. things are “an object 2 category ‘means of bined. ¢, it could agcargoit van") ‘utes can Tewithout els would attributes egories). er objects on related combined I criteria, mple, an ity), Iris on group Module 13 ~ Bruner's Constructivist Theory (formal) 3. Coding systems are categories that serve to recognize sensory input. They are major organizational variables in higher cognitive unctioning. Going beyond immediate sensory data involves making inferences on the basis of related categories. Related categories form a “coding system." These are hierarchical arrangements of related categories. ‘The principles of Bruner launched the notion that people interpret the world mostly in terms of similarities and differences. This is a valuable contribution to how individuals construct their own models or view of the world, (‘2s 1, Read more about discovery leaning and how it is used in preschool, elementary and high schoo! levels. 149