1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning. 2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum. 3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.

1. WEL COME TO LEARNING THEORY
Topic:Jerome Bruner Theory
PRESENTOR- MR YOGENDRA PD. MEHTA
MN IN ADULT NURSING
YEAR-FIRST
BATCH- SECOND
DATE: 2069/07/08

2. Introduction of Theorist
• Born October 1, 1915
• Age 94
• Born in New York, New York
• Education
– PhD, Harvard, 1941 (Psychology)
– BA, Duke University, 1937
• Affiliations
– American Psychological Association
– Law & Society Association
– Society for Research in Child Development
• Publications
– The Culture of Education, 1996
– Acts of Meaning, 1991
– Actual Minds, Possible Worlds, 1987
– The Process of Education, 1960
• cognitive psychologist and educational
psychologist
• Scaffolding Theory
• Spiral Curriculum

3. Principles of J. Bruner Theory
1. Instruction must be concerned with the experiences and contexts
that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the
student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in
the gaps (going beyond the information given).

4. J. Bruner Theory
• Bruner's theoretical framework is based on the theme that learning is
an active process and learners construct new ideas or concepts
based upon existing knowledge.
• Facets of the process include selection and transformation of
information, decision making, generating hypotheses, and making
meaning from information and experiences.
• Cognitive structure (i.e., schema, mental models) provides meaning
and organization to experiences and allows the individual to "go
beyond the information given".

5. Contd………
• Bruner believed that intuitive and analytical thinking should both be
encouraged and rewarded.
• He believed the intuitive skills were under-emphasized and he
reflected on the ability of experts in every field to make spontaneous
bound.
• 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.

6. Conclusion of Theory
• A major theme in the theoretical framework of Bruner is that learning
is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
• As far as instruction is concerned, the instructor should try and
encourage students to discover principles by themselves and they
should engage in an active dialog (i.e., socratic learning).
• Curriculum should be organized in a spiral manner so that the
student continually builds upon what they have already learned.

7. Features of J. Bruner's theory of
Instruction
1. Tendency towards learning
2. The ways in which a body of knowledge can be structured so that it
can be most readily grasped by the learner,
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.

8. Cognitive Development
Like Piaget, Bruner believed in stages of instruction based on
development.
• Enactive (birth to age 3)
• Iconic (age 3 to 8)
• Symbolic (from age 8)
Each mode is dominant at different phases of development but all are
present and accessible always.

9. Enactive
The first stage he termed
"Enactive", when a person learns
about the world through actions
on physical objects and the
outcomes of these actions.
.

10. Iconic
The second stage was
called "Iconic" where
learning can be obtained
through using models
and pictures.

11. Symbolic
• "Symbolic" in which the
learner develops the capacity
to think in abstract terms.
• Based on this three-stage
notion, Bruner recommended
using a combination of
concrete, pictorial then
symbolic activities will lead to
more effective learning.

12. Classroom Applications
• Provide study materials, activities and tools.
• Examples of all three to help children learn about dinosaurs
– Construct a model of a dinosaur (enactive)
– Watch a film about dinosaurs (iconic)
– Consult reference texts and discuss findings (symbolic)
.

13. Technology in Classroom
• Manipulatives for enactive stage.
• Safari Montage and other video footage for iconic mode.
• Simulations to discover/develop their own approach for symbolic
mode
• Educators equip students with basic skills to access information to
increase their knowledge and desire to learn.

14. Scaffolding Theory
• He used the term to
describe young children's
oral language acquisition.
Helped by their parents
when they first start learning
to speak, young children are
provided with instinctive
structures to learn a
language. Bed-time stories
and read alouds are classic
examples

15. Spiral Curriculum
• Instead of focusing for
relatively long periods
of time on specific
narrow topics, a spiral
curriculum tries to
expose students to a
wide varies of ideas
over and over ago.

16. Characteristics of constructivism theory
1. Constructivist learning environments provide multiple
representations of reality.
2. Multiple representations avoid oversimplification and represent the
complexity of the real world.
3. Constructivist learning environments emphasize authentic tasks in a
meaningful context rather than abstract instruction out of context.

17. Contd…….
5. Constructivist learning environments provide learning
environments such as real-world settings or case-based learning
instead of predetermined sequences of instruction.
6. Constructivist learning environments encourage thoughtful
reflection on experience.
7. Constructivist learning environments support "collaborative
construction of knowledge through social negotiation, not
competition among learners for recognition."

18. Refferences
• Bruner, Jerome. Retrieved June 3, 2008. NYU Department of Psychology
Web site: http://www.psych.nyu.edu.
• Flores, Nicole. Jerome Bruner’s educational theory. Retrieved June 3, 2008.
New Foundation Web site: http://www.newfoundations.com.
• Hollyman, David. Retrieved June 3, 2008. Jerome Bruner a web overview.
http://au.geocities.com.
• http://www.learningandteaching.info/learning/behaviour.htm#ixzz1c
K1zDCYm
• http://www.learning-theories.com/behaviorism.html
• http://nicefun.net/learning-theory-of-gestalt-
vt2659.html#ixzz2ClBwhC00
• http://www.a2zpsychology.com/a2z%20guide/gestalt_theory.htm
.