Jerome Bruner was an American psychologist who contributed significantly to cognitive psychology and educational psychology. He was one of the founders of constructivist learning theory. Bruner believed that classroom learning should proceed from the specific to the general, and that concepts are made up of attributes. He argued against Piaget's theory of cognitive development stages, saying that complex ideas can be taught simply at first and made more complex later through a spiral curriculum.

1. Presented by:
PREETIKA MITRA SAMARTHY
ROLLNO:16
Malla Reddy College Of Teacher Education
Accredited With NAAC ’B” Grade
Suraram X Road, Qutubullapur Mandal, RR District
Hyderabad- 500055

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

3. 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.

4.  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.

5. 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.

7.  (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

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

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

10. 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.

11.  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.

12.  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.

13. Instruction involves guiding the learner
through a series of statements and
restatements in a subject.
 An optimum sequence is from
ENACTIVE ICONIC SYMBOLIC
Reinforcement:
Extrinsic rewards must be replaced by intrinsic
rewards

14.  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.

15.  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.

16. References: