BRUNER
Influenced by Vygotsky, Bruner emphasizes the role of the teacher, language and instruction. He thought that different processes were used by learners in problem solving, that these vary from person to person and that social interaction lay at the root of good learning.
Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection. Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
Bruner initiated curriculum change based on the notion that learning is an active, social process in which students construct new ideas or concepts based on their current knowledge. He provides the following principles of constructivistic learning:
Models of Learning - Constructivist
Discovery Learning (Bruner)
In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information.
Students are more likely to retain knowledge attained by engaging real-world and contextualized problem-solving than by traditional transmission methods.
Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection. Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
Bruner initiated curriculum change based on the notion that learning is an active, social process in which students construct new ideas or concepts based on their current knowledge. He provides the following principles of constructivistic learning:
- Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
- Instruction must be structured so that it can be easily grasped by the student (spiral organization).
- Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
Models of Learning - Constructivist
Discovery Learning (Bruner)
In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information.
Students are more likely to retain knowledge attained by engaging real-world and contextualized problem-solving than by traditional transmission methods.
Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
References
David L, "Constructivism," in Learning Theories, June 20, 2015, https://www.learning-theories.com/constructivism.html.
David L, "Constructivism," in Learning Theories, June 20, 2015, https://www.learning-theories.com/constructivism.html.