In the realm of educational psychology, Burner's Constructivist Theory stands as a beacon of innovation and enlightenment. This presentation script delves into the depths of this compelling theory, shedding light on its core principles, implications, and significance in the world of education. *Introduction:* The opening section provides an overview of Burner's Constructivist Theory and sets the stage for an in-depth exploration. It briefly touches on the historical context and the pivotal role this theory plays in shaping contemporary educational practices. *Understanding Constructivism:* To grasp the essence of Burner's theory, we start by elucidating the concept of constructivism. It highlights how learners actively construct knowledge through their experiences, a fundamental premise upon which Burner's theory is built. *Burner's Contributions:* This segment is dedicated to unraveling Burner's unique contributions to the constructivist framework. We'll explore how he expanded upon the ideas of renowned theorists like Piaget and Vygotsky, refining and enhancing the constructivist perspective. *Core Principles:* The heart of Burner's Constructivist Theory lies in its core principles. We dissect these principles, including the learner's active role, the importance of prior knowledge, and the role of social interaction in learning. Each principle is expounded upon with practical examples. *Applications in Education:* One of the most critical aspects of Burner's theory is its real-world applications. This section demonstrates how educators can implement Burner's Constructivist Theory in the classroom. It explores the concept of scaffolding, problem-based learning, and the role of the teacher as a facilitator. *Implications for Teaching and Learning:* The presentation script delves into the profound implications of Burner's theory for both teachers and learners. We explore how it shapes pedagogical methods, assessment strategies, and curriculum design, fostering a deeper understanding of the learning process. *Case Studies:* To illustrate the theory in action, we examine real-life case studies from educational settings where Burner's Constructivist Theory has been successfully applied. These examples provide a tangible demonstration of its effectiveness. *Conclusion:* In the concluding section, we reflect on the significance of Burner's Constructivist Theory in modern education. It emphasizes the need for educators to embrace a learner-centered approach and adapt to the ever-evolving educational landscape.

1. BRUNER’S CONSTRUCTIVIST
THEORY
Syma Siam

2. OBJECTIVES:
 Explain the individual’s ability and development to represent
knowledge.
 Differentiate and discuss the kinds of categories of identity,
equivalent and coding.
 Explain how spiral curriculum works.

3. JEROME SEYMOUR BRUNER
 Born in October 1,1915 at New York City
 He received his A.B degree from Duke University in 1937 and his
Ph. D. in 1947 from Harvard.
 In 1960 he published “The Process of Education”.
 Affiliations: American Psychological Association Law & Society
Association Society for Research in Child Development.
1. Scaffolding Theory
2. Spiral Curriculum
 He was one of the first proponents of constructivism.

4. CONSTRUCTIVISM
 Is an epistemological belief about what “knowing” is and how
one “come to know”.

5. CONSTRUCTIVISM
reject the notions that:
 Knowledge is an identifiable entity with absolute value
 Meaning can be passed on to learners via symbol or transmission
 Learners can incorporate exact copies of teachers understanding
for their own use.

6. BRUNER’S MAJOR THEME IN
THEORETICAL FRAMEWORK
“Learning is an active process in which learners construct new ideas or
concepts based upon their current and past knowledge.”

7. PrinciplesofJeromeBruner Theory
 Instruction must be concerned with the experiences and contexts that
make the student willing and able to learn. (Readiness)
 Instruction must be structured so that it can be easily grasped by the
student. (Spiral Organization)
 Instruction should be designed to facilitate extrapolation and or fill in the
gaps. (Going beyond information given)
 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.

8. Principles ofJeromeBrunerTheory
 The process include selection and transformation of
information, decision making, generating hypothesis and
making meaning from information and experience.
 Cognitive structure provides meaning and organization to
experiences and allows the individual to “go beyond the
information given.”
 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.

9. 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.

10. Enactive
 The first stage he termed is “Enactive”, when a person learns about
the world through actions on physical objects and the outcomes of
these actions.

11. Iconic
✧ The second stage is called “Iconic”, where learning can be
obtained through using models and pictures.

12. 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.

13. 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.
✧ Bedtime stories and read-alouds are classic
examples.

15. Spiral Curriculum
 Teaching should always lead to boosting cognitive development.
Students will not understand the concept if teachers plan to teach it
using only the teacher’s level of understanding.
 The task of the instructor is to translate information to be learned into
a format appropriate to the learner’s current state of understanding.
 Curriculum should be organized in a spiral manner so that the student
continually builds upon what they have already learned.
 In spiral curriculum, teachers must revisit the curriculum by teaching
the same content in different ways depending on the students’
developmental levels.
 IN K-12 curriculum, the spiral progression is a mandate. Sec. 5 (g),
Curriculum Development of RA 10533, states “The curriculum shall
use the spiral progression approach to ensure mastery of knowledge
and skills after each level.”

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