bruner and vygosky

7/27/2019 Bruner and Vygosky

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Jerome Bruner and Lev Vygosky

Interactional Theories ofCognitive Development


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Bruners Main Concepts

3 Modes of representationDiscovery Learning

Inquiry TeachingSpiral Curriculum


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Principals of Instruction stated by

Bruner:

1) Instruction must be concerned with theexperiences and contexts that make the student

willing and able to learn (readiness)

2) Instruction must be structured so that it can beeasily grasped by the student (spiral

organization)

3) Instruction should be designed to facilitateextrapolation and fill in the gaps (going beyond

the information given)


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Three Modes of Representation

any subject can be taught effectively in someintellectually honest form to any child at

any stage of development (Bruner 1960)


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Three modes of Representation


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In the early years , young children rely upon

enactive modes to learn.

During the next stage of childhood years,

iconic representation normally becomes

dominant.

Around adolescence the symbolic mode of learning

becomes most dominant.

Developmental growth involves mastering each of the

increasingly more complex modes.

Bruners theory of how children construct knowledge


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Inside Out

Acquiring enactive, iconic, and symbolicmodes of representation in that order

enactive symbolic iconic


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Know your learner

To determine the best course of instruction youmust know the learners prior knowledge.

Ask:

Are they capable of symbolically representing the

new material?

If no, you should develop instruction that follows an

enactive to iconic to symbolic sequence.


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Instructional Implications

Symbolic representation is likely to be usedfor learning something new in a familiar

topic

Enactive or Iconic representation may be

used when encountering unfamiliar material


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Implementing the 3 modes intoinstruction.

Learn about dinosaurs using all three modes: Students construct models of dinosaurs

(enactive)

Watch a film about , or involving dinosaurs

(iconic)

Consult reference texts and then discusstheir findings (symbolic)


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Spiral Curriculum Implicationsfor instruction:

Instruction should be organized in a simple-to-complex,

general-to-detailed, abstract-to-concrete manner.

Students should master certain prerequisite knowledge andskills first in order for the student to develop from simple to

more complex lessons.


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Task of Instructor:

Translate information to be learned into a formatappropriate to the learners current state of understanding.

Organize curriculum in a spiral manner

Revisit the curriculum by teaching the same contenct indifferent ways depending on the students developmental

levels.

Match instruction to the learners cognitive capabilities.


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Discovery Learning

Obtaining knowledge for oneself discovery learning method is really a

planned and/ or guided execution of trial

and error learning.


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Which of the following techniques would

be least characteristic of DiscoveryLearning?

a) Permitting mistakes

b) Allowing students to

ask questionsc) Introducing disturbing

data

d) Stating behavioralobjectives


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Top-down: start with complex problem andwork out or discover basic skills to solve

Cooperative learning

Experimentation

Open-ended problems

Learn on own through active involvement

with concepts and principles

Principles of Discovery Learning


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Is Discovery Learning inductiveor deductive?

Inductive

Teacher: Here is some data.

What questions arise?

A more student-centeredapproach

Deductive

Teacher: Here is the rule.

Here are some examples. Do

them and reinforce your

understanding of the rule.

A more teacher-centered

approach


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Advantages of Discovery Learning

A sense of independence and autonomy

Responsibility for their own mistakes and results

Learning as most adults learn on the job and in real

life situationsA reason to record their procedures and discoveries

Development of problem solving and creative skillsFinding new and interesting avenues of information

and learning


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Students are

provided with data

Students questionthe teacher to

ascertain the

particular principlehidden in the lesson

objective

The goal is for

students to develop

their own strategiesto manipulate and

process information

Discovery Learning vs. Inquiry Learning


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Encourage independence in early school career

Encourage students to solve problems on their own

or in groups

Learning should be flexible and exploratory

Arouse childrens curiosity

Minimize risk of failure

Relevant learning Return to important concepts

Applications for Instruction


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Instructors role in the discoverylearning method

A definite task for the learner

Willingness to allow the learner to work out a problem herself

Mistakes must be allowed

Time and materials to attempt the task a second, third, or even fourth

time

Limited assistance and guidance

Encouragement when failure occurs

A planned method of recording procedures and discoveries for children


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Discovery Learning Examples

Elementary School use guided discovery to help childrenlearn animal groups ( mammals, birds, reptiles)

High School use discovery learning to discover the elementsof mystery liquids


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Aids to Teaching for Discovery

Learning

Not merely for enrichment

Teaching aids give students the opportunity forvicarious and direct experience of events

1. Devices for vicarious experience = Manipulatives

2. Model Devices3. Sequential programs

4. Dramatasizing devices

5. Automatizind devices = comuters, computerprograms


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Examples of Teaching Aids

Blocks

Tangrams

Cuisenaire rods

Base ten blocks

TV

Videos

Computers

Beans

Coins


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References

Constructivist Theory: J.Bruner. (n.d.). Retrieved on October 1, 2002, from

http://tip.psychology.org/bruner.html

Driscoll, M.P. (2000) Interactional theories of cognitive development. In

Psychology of learning for instruction (2nded., pp.218-255) NeedhamHeights, MA: A Pearson Education Company.

Hollyman, D. (n.d.). Jerome Bruner. Retrieved on October 7, 2002, from

http://au.geocities.com/vanunoo/Humannature/bruner.html

KiteCD. (n.d.). Discovery learning. Retrieved October 4, 2002, from

http://members.aol.com/KiteCD2/artcl_disclearn.htm

Krisinsdottir, S. B. (2001). Jerome Bruner. Retrieved on October 4, 2002, from

http://starfolk.khi.is/solrunb/jbruner.htm_3.htm

Lawrence, T. (1998) An examination of cognitivism: The psychology of

knowledge and strategies. Retrieved on October 4, 2002, from

http://www.duq.edu/~tomei/ed711psy/c_bruner.htm


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References

Smith, M.K. (2002) Jerome S. Bruner and the process of education, The

encyclopedia of informal education. Retrieved on July 14, 2002, from

http://www.infed.org/thikers/bruner.htm

Spiral Curriculum. (n.d.). Retrieved October 4, 2002, from

http://www.harmonyowls.org/SPIRAL/spiral_curriculum.htm

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