MODULE 13:

BRUNER'S
CONSTRUCTIVIST
THEORY
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.

He gave us important concepts in development

of representations, the spiral curriculum and
discovery learning.
 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 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, or ways to manipulate the environment
(i.e. riding a bicycle and tying a knot, tasting the
apple).
2. Iconic Representation - This second stage
is when learning 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).

3. 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.
 SPIRAL CURRICULUM
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.
2. Instruction must be structured so that it can be
easily grasped by the student.
3. Instruction should be designed to facilitate
extrapolation and or fill in the gaps.
 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.
 BRUNER (1966): FOUR
MAJOR ASPECTS OF
THEORY OF INSTRUCTION
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. This feature specifically
states the experiences which move the learner toward a
love of learning in general, or of learning something in
particular.
2. Structure of Knowledge. This refers to the way in which
a body of knowledge can be structured so that it can be
most readily grasped by the learner. Bruner emphasized
the role of structure in learning and how it may be made
central in teaching.
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. 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.
4. Reinforcement. Rewards and punishments
should becselected and paced appropriately.
He investigated motivation for learning. He felt
that ideally, interest 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 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 inbolved categorization.
Categories are "rules" that specify four thing about objects.
The four things are given below:
1. Criteria Attributes - required characteristics for inclusion
of an object in a category.
2. The second rules prescribes how the criteria 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 colors. Others are
fixed.
 KINDS OF
CATEGORIES
1. Identity 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, which render objects equivalent by emotional
reactions, functional criteria, based on related functions
(for example, "car", " truck", "van" could be combined in an
inclusive category called "vehicle"), or by formal criteria,
for example by science, law or cultural agreement. For
example, an apple is still an apple whether it is green, ripe,
dried, etc (identity). It is food (functional), and it is a
member of a botanical classification group (formal).
3. Coding Systems - are categories that
serve to recognize sensory input. They are
major organizational variables in higher
cognitive functioning. Going beyond
immediate sensory data involves making
inferences on the basis of related
categories.
 Thank You and
God Speed😇
Reported by: Kimberly Ira Lopez
BSE - 1A