8/13/2019 bruner's

1/27

BRUNERS

INDUCTIVELEARNING THEORY

8/13/2019 bruner's

2/27

Introduction

Jerome Bruner was born on Oct 1, 1915 inNew York

He is an American Psychologist andculture-interested educator

His work on perception, learning, memory

& other aspects of cognition in young oneshas influenced the American educationalsystem

8/13/2019 bruner's

3/27

Bruners Constructivist Theory

a general framework for instruction based upon the study of cognition

linked to child development research (especially Piaget)

originated from a conference focused on science and math learning

illustrated his theory in the context of mathematics

and social programs for the young children

8/13/2019 bruner's

4/27

3 Stages of Cognitive Growth

Enactive Iconic

Symbolic

8/13/2019 bruner's

5/27

STATE APPROXIMATE

AGE

CHARACTERISTICS

Enactive 0 - 1 years Know his/her world

through senses

Iconic 1 - 6 years Knows his/her worldthrough concrete

images

Symbolic 6+ years Knows his/her world

through abstractions

Table 1: Bruners Three Stages of Cognitive Development

8/13/2019 bruner's

6/27

Bruners

Major Ideas

Learning is

an active,

socialprocess

Student selectsinformation,

originates

hypotheses & makes

decisions

The instructor

encourage studentsto discover

principles bythemselves

The instructor

& student

should engagein an active

dialogue

8/13/2019 bruner's

7/27

Theory ofInstruction

Has the most effective

sequences in which

to present material

Predisposition

towards learning

The nature & pacingof rewards &

punishments

A body of knowledgecan be structured so

that it can be most

readily grasped by

the learner

8/13/2019 bruner's

8/27

3 Principles of Giving Instruction

Must be concerned withthe experiences & contexts

Designed to facilitateextrapolation

Must be structured

8/13/2019 bruner's

9/27

Bruners Model

ofDiscovery

Learning

The child is

an active

player

in

discoveringkey

principles

of knowledgethrough her

interaction

The child

builds

her ownstructures

& organizes

her

knowledge

8/13/2019 bruner's

10/27

Discovery as a Reflective Teaching Strategy

Learners are encouraged to assume responsibility for their

learning & thinking

Teachers think aboutand analyze what is happening

as they teach, learners be encouraged to think abouttheir own learning

Strategies that lead students to discover and learn for themselves

Emphasizes the active, discovery-oriented role of the learner,

teaching is a process of facilitating learning & discovery

8/13/2019 bruner's

11/27

Condition that

Facilitate Discovery

Learning

Set

Need

stateMastery

of specific

Diversityof training

8/13/2019 bruner's

12/27

SET

A predisposition to react in certain way.e.g

a discovery-oriented person is one whose

usual approach to a problem is to look forrelationships among items of information

8/13/2019 bruner's

13/27

Need State

level of arousal, excitation, or alertness of the learner

A moderate level of arousal is more conducive todiscovery learning than either an excessively

high or low level

Student need to be alert

They also need to be excited and interested

rather than frightened or panicked

8/13/2019 bruner's

14/27

Refers to the

extentto which

the learner hasalready mastered

specific, relevant

information

The wider the

range of

information

learners possess,

the more likely

they are to find

relationships

within thatinformation

MASTERY

OF

SPECIFICS

8/13/2019 bruner's

15/27

DIVERSITYOF TRAINING

A learner who is exposed to information in a wide

variety of circumstances is more likely to develop

Coding systems to relate and organize that information

The same subjects should be taught to learners more

than once but with differing amounts of detail and

at different levels of abstraction

8/13/2019 bruner's

16/27

Providing students with

a range of experienceswhich gradually

increase

their familiarity

with new concepts

Teachers definition of

a concept is graduallyconstructed as a result

of exposure to a whole

range of activities

& experiences

Bruners Model

of InductiveReasoning

8/13/2019 bruner's

17/27

Applying Bruners

Theory inScience Classroom

Apply new

Learning to many

different situations

& kinds of

problems

Help children

construct coding

system

Pose a problem

to the children& let them

find the answer

Present manyexamples &

concept

Encourage

children to

make intuitive

guesses

Emphasize the

basic structure

of new material

8/13/2019 bruner's

18/27

Practicalpplication

8/13/2019 bruner's

19/27

Emphasize the basic structure of

new material E.g; use demonstration that reveal basic

principal, e.g; demonstrate the law of

magnetism by using similar & opposite

poles of a set of bar magnets

Encourage children to make outline of basic

point made in text book or discovered in

activities

8/13/2019 bruner's

20/27

Present many examples &

concept E.g; when presenting an explanation of the phases

of the moon, have the children observe the phasesin a variety of ways, such as direct observation of

the changing shape of the moon in the eveningdemonstration of the changes using a flashlightand sphere and diagrams

Using magazine pictures to show the stages in a

space shuttle mission, have the class make modelsthat show the stages and list the stages on thechalkboard

8/13/2019 bruner's

21/27

Help children construct coding

systemE.g

Invent a game that requires children to

classify rocks

Have children maintain scrapbooks in

which they keep collected leaf specimens

that are grouped according to observedcharacteristics

8/13/2019 bruner's

22/27

Apply new learning to many

different situations & kinds of

problems

E.g; Learn how scientist estimate the size of

populations by having children count thenumber in a sample and estimate the

numbers of grasshoppers in a lawn and in a

meadow

8/13/2019 bruner's

23/27

Pose a problem to the children

and let them find the answer E.g; ask questions that will lead naturally to

activities-why should wear seatbelts? And

what are some ingredients that most junkfoods have?

Do a demonstration that raises a question in

the childrens minds. For e.g; levitate awasher using magnet or mix two colored

solutions to produce a third color

8/13/2019 bruner's

24/27

Encourage children to make

intuitive guesses E.g; ask the children to guess the amount of

water that goes down the drain each time a

child gets a drink of water from a waterfountain

Give the children magazine photographs of

the evening sky and have them guess thelocations of some constellations

8/13/2019 bruner's

25/27

Jerome Bruners research revealed that teachers need to provide

children with experiences to help them discover underlying

ideas, concepts, or patterns.

His main idea is inductive thinking which means going from

the specific to the general. This include using ideas from ones experience and applying

it in another situation.

Conclusion

8/13/2019 bruner's

26/27

Inductive approaches to learning rely more on

providing students with a range of experiences which

gradually increase their familiarity with new

concepts before attempting to draw these together

into a coherent understanding of the new concepts.

Rather than being faced with the teachers

definition of a concept at the beginning of a topic, the

students understanding of the concept is gradually

constructed as a result to exposure to a whole range

of activities and experiences

8/13/2019 bruner's

27/27

TH NK YOU