BRUNER THEORY OF INSTRUCTION

Presented by: PREETIKA MITRA SAMARTHY

ROLLNO:16Malla Reddy College Of Teacher Education

Accredited With NAAC ’B” GradeSuraram X Road, Qutubullapur Mandal, RR District

Hyderabad- 500055

JEROME BRUNER

October 1, 1915an American psychologist who has made significantcontributions to human cognitive psychology and cognitive learning theory in educational psychology.Bruner was one of the founding fathers of constructivist theory.

Bruner believes classroom learning should take place inductively(specific to generalization). Subject matter is made up of concepts. Concept attributes is a important feature. Eg:lake, human beings Attributes are its depth water, male, female

etc.

ATTAINMENT OF BRUNER THEORY

He said subject must be taught when the teacher believes the child has reached the appropriate state of cognitive maturity.

Bruner opposed Piaget's notion of readiness.

He argued that schools waste time trying to match the complexity of subject material to a child's cognitive stage of development.

Spiral curriculum:

complex ideas can be taught at a simplified level first, and complex levels later on.

subjects would be taught at levels of gradually increasing difficultly.

Modes of representations:

(0 - 1 years) This appears first. Sometimes called the concrete stage. It involves encoding action based

information and storing it in our memory. For example, in the form of movement as a

muscle memory, a baby might remember the action of shaking a rattle

Enactive

Examples of manipulative used in this stage in maths education are paper, coins, etc. - anything tangible.

Also called the pictorial stage(photographic memory). this stage involves images or other visuals to represent the concrete situation.

ICONIC

represents by showing images of the objects on paper or to picture them in one's head.

Other ways could be through the use of shapes, diagrams, and graphs.

called the abstract stage. the last stage takes the images from the

second stage and represents them using words and symbols.

The use of words and symbols "allows a student to organize information in the mind by relating concepts together

The words and symbols are abstractions, they do not necessarily have a direct connection to the information.

SYMBOLIC(language-based)

For example, a number is a symbol used to describe how many of something there are, but the number in itself has little meaning without the understanding of it means for there to be that number of something. Other examples would be variables such as x or y, or mathematical symbols such as +, -, /, etc. Finally, language and words are another way to abstractly represent the idea. In the context of math, this could be the use of words such as addition, infinite, the number three, etc.

Instruction involves guiding the learner through a series of statements and restatements in a subject. An optimum sequence is fromENACTIVE ICONIC SYMBOLIC

Reinforcement:Extrinsic rewards must be replaced by intrinsic rewards

SEQUENCE

Allows students to proceed according to their abilities.

Teacher acts as a facilitator in constructing concepts.

Learners are encouraged to think logically.Learners are intrinsically motivated because

he is learning actively.

EDUCATIONAL IMPLICATIONS:

It is difficult to carry out in large groups and with slow learners.

Sometimes teachers may be chaotic. A few students may be quick in responding

leaving the rest behind.

LIMITATIONS

1.methods of teaching psycology.2.Studies in Cognitive Growth-by brunner.3.Processes of Cognitive Growth: Infancy. 1968.4.NILKAMAL PUBLICATIONS.

References: