Bruner theory for learning in psychological method

1. Bruner’s Theory of Instruction
• By Jerome S. Bruner (1915–2016)
• Cognitive Psychologist

2. Background
• • Developed in 1960s
• • Emphasized discovery learning and cognitive
development
• • Opposed rote memorization

3. Main Idea
• • Learners construct knowledge actively
• • Emphasis on categorization and problem-
solving
• • Scaffolding: guidance from teacher

4. Modes of Representation
• Bruner proposed 3 stages:
• 1. Enactive – learning by action (hands-on)
• 2. Iconic – learning through images/diagrams
• 3. Symbolic – learning through language,
symbols, abstract thinking

5. Spiral Curriculum
• • Any subject can be taught at any stage of
development
• • Content should be revisited at increasing
levels of complexity
• • Encourages deeper understanding over time

6. Discovery Learning
• • Students learn best by discovering principles
themselves
• • Teacher acts as facilitator, not information
giver
• • Promotes curiosity, problem-solving, and
creativity

7. Educational Implications
• • Use hands-on, visual, and symbolic teaching
methods
• • Scaffold learning with teacher support
• • Design curriculum in spiral manner
• • Encourage active participation & discovery

8. Criticism
• • May not suit all learners (some prefer
structured guidance)
• • Discovery learning can be time-consuming
• • Risk of misconceptions if guidance is
insufficient

9. Conclusion
• • Bruner emphasized active learning,
scaffolding, and spiral curriculum
• • Strong impact on modern constructivist
approaches
• • Focus on learning how to learn, not just
content