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Bruner on education
Jerome Bruner was an American psychologist known for his work on cognitive development and learning theory. He proposed three modes of cognitive development - enactive, iconic, and symbolic. Bruner advocated for discovery learning, where students learn through active engagement by exploring and experimenting. However, discovery learning also presents some challenges like ensuring students test hypotheses properly. Bruner developed an instructional theory model called the Concept Attainment Model. This model involves presenting students with positive and negative examples (exemplars) of a concept and having them determine the attributes and rules that define the concept. It follows three phases - presentation of data, testing concept attainment, and analyzing thinking strategies. The teacher guides students in evaluating different strategies
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Bruner on education
- 1. A Seminar on Presentedby Rathi K. N. M Ed. Sem II (2010-11) N. S. S. Training College Ottapalam
- 2. Instructional theory Curriculum Model ofteaching Jerome S Bruner
- 3. Biography Education PhD, Harvard, 1941(Psychology) BA, Duke University, 1937 Present University Professor New York University School of Law E-mail : jerome.bruner@nyu.edu Publications The Culture of Education, 1996 Acts of Meaning, 1991 Actual Minds, Possible Worlds, 1987 The Process of Education, 1960
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- 5. Discovery Learning “Discovery learningis „an approach to instruction through which students interact with their environment – by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments‟.”
- 6. Advantages of Discovery Learning activeengagement promotes motivation Promotes ownership of learning the development of creativity and problem solving skills. a tailored learning experience
- 7. problems of Discovery Learning Arrangementproblem compatibility problem Problem on activating students Problem on hypothesis testing Self loop Problem Problem of handling information
- 8. INSTRUCTIONAL THEORY A theoryof Instruction sets forth or prescribes rules for the most effective way to attain the desired results.
- 9. Differences Learning theory Instructional theory Descriptive Whathappens Only take in to consideration nature and structure of knowledge Prescriptive How to make it happen efficiently Curriculum also take in to consideration
- 10. Characteristics of an Instructional theory Relationshipbetween people and things in school environment Structure of body of knowledge Sequence for effective learning Reward and punishment
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- 12. Relating knowledge tothe learner Structuring of the subject matter Economy Effective power
- 13. Sequence Acquire, transform anduse what they are learning. Speed of learning, resistance to forgetting, transferability, economy and power.
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- 15. Form and pacingof Reinforcement „Corrective knowledge‟ „Satisfying state of affairs‟ Self sufficient Natural consequences of action
- 16. Punishment 1) Leads tohigh anxiety 2) Learning is less generic and less transferable 3) Masks the satisfaction of intrinsic reward
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- 18. Intuition Antithesis of Understanding knowing bythe through Art, poetry, scientific knowledge, myths and humanity logical and mathematical proof Immediate apprehension of cognition
- 19. Disciplined Intuition Teachers thinkintuitively Provide varied experience Emphasis on structure Encouragement of guessing Building self confidence Modify reward and punishment
- 20. Education for future Increasingunderstanding of Human as a species Increasing understanding of Nature of Individual mental growth A clearer understanding of process of education The accelerating rate of change in society
- 21. Teaching models areinstructional designs. They describe the process of specifying and producing particular environmental situations which cause the students to interact in such a way that specific change occurs in his behaviour”. “
- 22. Families of teachingmodels MODELS OF TEACHING INFORMATION PROCESSING FAMILY CONCEPT ATTAINMEN T MODEL ADVANCE ORGANISER MODEL PERSONAL FAMILY SYNETIC MODEL NON DIRECTIVE TEACHING MODEL SOCIAL INTERACTION FAMILY JURISPUDE NTIAL INQUIRY MODEL SOCIAL INQUIRY MODEL BEHAVIOUR AL FAMILY CONTINGEN CY MANAGEME NT MODEL ASSERTIVE TRAINING MODEL
- 23. Concept Attainment Model JeromeS.Bruner Jacqueline Goodnow George Austin.
- 24. Concept attainment strategies Natureof Concept Thinking strategy
- 25. Nature of Concept Name Exemplar -Positive & Negative Attributes -Essential &Nonessential Attribute value Rule
- 26. THINKING STRATEGY Simultaneous scanning AllExemplars at a time Successive scanning One Exemplar at a Time Conservative focusing Test one Attribute to all exemplars Focus gambling Test all Attributes to one Exemplar.
- 27. Syntax Phases 1. Presentation ofdata and Identification of oncept 2. Testing attainment of concept 3. Analysis of thinking strategy Three Phases for the model
- 28. Social System The systemhas a moderate structure. The teacher controls the class. Students interaction is encouraged.
- 29. Principles of Reaction TheTeacher: • Give support. Helps to create a dialogue . Focus attention on specific features of exemplars. Assists students in evaluating their thinking strategies.
- 30. Support System Materials inthe form of positive and negative exemplars. Materials as unlabelled exemplars if any.
- 31. Instructional and NurturantEffect Instructional Nurturant Nature Of Concepts Concept Attainment Model Improved Concept Building Strategies Specific Concepts Awareness of Alternative Prospective Sensitivity to logical Reasoning in Communication Tolerance of Ambiguity Inductive Reasoning
- 32. Uniqueness 1. Responding tosituations differently. 2. Internalizing events into a “ storage system.” 3. Increased capacity for language. 4. Systematic interaction with a tutor. 5. Language as an instrument for ordering the environment. 6. Increasing capacity to deal with multiple demands.
- 33. Process of education Educationas a social invention
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