This document summarizes the key cognitive learning theories of Piaget, Vygotsky, and Bruner. It discusses Piaget's four stages of cognitive development, Vygotsky's concepts of the zone of proximal development and scaffolding, and Bruner's three modes of representation (enactive, iconic, symbolic). It also compares the agreements and disagreements between Piaget/Bruner and Bruner/Vygotsky, emphasizing the social aspects of learning according to Vygotsky and Bruner.
Cognitivism is an internal process of learning, understanding, motivation and retention.
The mind is broad and complex into which event-responses are absorbed.
The brain and mind are the center of an organism.
Cognitive theorists stress the importance of unobservable processes or mental events that are involved in learning, such as thinking, memory, perceptions, intentions and emotions.
how human beings organize, store and use information. Bruner's work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Bruner identifies four significant aspects of effective teaching and learning: (1) attitude towards learning, (2) knowledge presented in a way that accommodates the student's learning ability, (3) material presented in effective sequences, and (4) carefully considered and paced rewards and punishments. Jerome Bruner identified three stages of cognitive representation. Enactive, which is the representation of knowledge through actions. Iconic, which is the visual summarization of images. Symbolic representation, which is the use of words and other symbols to describe experiences. According to Ausubel's Subsumption Theory, a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired. Rather than building an entirely new cognitive structure, they are able to relate it to information that is already present within their minds. American psychologist David Ausubel introduced his “meaningful learning theory” in Educational Psychology: A Cognitive View (1968). He argued that there is a hierarchical organization of knowledge and that new information can be incorporated into the already existing hierarchy. What is the conclusion of Bruner's theory?
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. What is Jerome Bruner best known for?
Jerome Bruner | Department of Psychology
Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism in American psychological research and put cognition at the center of the field. He received his Ph. D. from Harvard in 1941, and returned to lecture at Harvard in 1945, after serving in the U.S. Army's Intelligence Corps. What are the three stages of Jerome Bruner's cognitive theory?
His research on children's cognitive development proposed three 'modes of representation': Enactive representation (based on action) Iconic representation (based on images) Symbolic representation (based on language) Bruner's studies helped to introduce Jean Piaget's concept of developmental stages of cognition into the classroom. His much-translated book The Process of Education (1960) was a powerful stimulus to the curriculum-reform.
Cognitivism is an internal process of learning, understanding, motivation and retention.
The mind is broad and complex into which event-responses are absorbed.
The brain and mind are the center of an organism.
Cognitive theorists stress the importance of unobservable processes or mental events that are involved in learning, such as thinking, memory, perceptions, intentions and emotions.
how human beings organize, store and use information. Bruner's work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Bruner identifies four significant aspects of effective teaching and learning: (1) attitude towards learning, (2) knowledge presented in a way that accommodates the student's learning ability, (3) material presented in effective sequences, and (4) carefully considered and paced rewards and punishments. Jerome Bruner identified three stages of cognitive representation. Enactive, which is the representation of knowledge through actions. Iconic, which is the visual summarization of images. Symbolic representation, which is the use of words and other symbols to describe experiences. According to Ausubel's Subsumption Theory, a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired. Rather than building an entirely new cognitive structure, they are able to relate it to information that is already present within their minds. American psychologist David Ausubel introduced his “meaningful learning theory” in Educational Psychology: A Cognitive View (1968). He argued that there is a hierarchical organization of knowledge and that new information can be incorporated into the already existing hierarchy. What is the conclusion of Bruner's theory?
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. What is Jerome Bruner best known for?
Jerome Bruner | Department of Psychology
Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism in American psychological research and put cognition at the center of the field. He received his Ph. D. from Harvard in 1941, and returned to lecture at Harvard in 1945, after serving in the U.S. Army's Intelligence Corps. What are the three stages of Jerome Bruner's cognitive theory?
His research on children's cognitive development proposed three 'modes of representation': Enactive representation (based on action) Iconic representation (based on images) Symbolic representation (based on language) Bruner's studies helped to introduce Jean Piaget's concept of developmental stages of cognition into the classroom. His much-translated book The Process of Education (1960) was a powerful stimulus to the curriculum-reform.
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
This power point is basically on Scaffolding - Lev Vygotsky
This is more a pictoral power point
It inculdes objectives such as:
What is scaffolding
Three essential principles of scaffolding
How scaffolding can be integrated into Technology
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
This power point is basically on Scaffolding - Lev Vygotsky
This is more a pictoral power point
It inculdes objectives such as:
What is scaffolding
Three essential principles of scaffolding
How scaffolding can be integrated into Technology
Jean Piaget’s Theory of Learning Process.pptxDrHafizKosar
Jean Piaget’s Theory of Learning Process
Jean Piaget, (Born August 9, 1896, Neuchâtel, Switzerland—died September 16, 1980, Geneva), Swiss psychologist who was the first to make a systematic study of the acquisition of understanding in children. He is thought by many to have been the major figure in 20th-century developmental psychology.
Today, Jean Piaget is best known for his research on children's cognitive development. Piaget studied the intellectual development of his own three children and created a theory that described the stages that children pass through in the development of intelligence and formal thought processes (Piaget, 1929).
Chronological Summary of Piaget's Employment History:
Remarkable work of J.Piaget
Cognitive Theory
Piaget believed that learning proceeded by the interplay of assimilation (adjusting new experiences to fit prior concepts) and accommodation (adjusting concepts to fit new experiences). The to-and-fro of these two processes leads not only to short-term learning, but also to long-term developmental change. The long-term developments are really the main focus of Piaget’s cognitive theory. After observing children closely, Piaget proposed that cognition developed through distinct stages from birth through the end of adolescence.
Four Key features of Stages
The stages always happen in the same order:
• No stage is ever skipped.
• Each stage is a significant transformation of the stage before it.
• Each later stage incorporated the earlier stages into itself.
• Basically, this is a “staircase” model of development.
Educational Implications of Theory
1. Piaget's Influence on Education: Piaget's theory was not explicitly related to education, but later researchers applied his ideas to teaching and learning. He had a significant impact on educational policy and teaching practices.
2. Concrete Operational Stage in Education: The UK Piaget review considered the concrete stage as crucial in cognitive development. Concrete stage marks the beginning of logical or operational thought, where children can work things out internally.
3. Conservation in Primary Education: Children, by the concrete stage, can conserve number (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that quantity remains the same despite changes in appearance.
4. Formal Operational Stage: Begins around age eleven and extends into adulthood. In this stage, individuals develop abstract thinking and the ability to logically test hypotheses.
5. Piaget's Influence on Government and Policy: The government in 1966 was strongly influenced by Piaget's theory.
6. Plowden Report (1967): Resulted from the UK Piaget review, emphasizing discovery learning. Discovery learning involves active exploration and doing, with a focus on individual learning, flexibility, play, environment, and progress evaluation.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Learning is a success key of human behavioral journey; every individual learns anything that is learning. Each and every person change his thought process according to situation is called learning. Every time of journey individual learns something new from environment while interacting with it. Environment gives strength to learn, how to change the world real life situation problem. This knowledge influences the people to gain the experience from environment and effectively modify the changes as per the need of situation. The process of learning of a child starts from the beginning of life. Through proper education and training, they bring uniformity in his/her actions and decision-making ability develops. With the increase and growth in age, uncertainty and instability in the thoughts of the child. This can fulfill with learning in day-to-day life. Learning or learning is of great importance in life. Without teaching one cannot learn to behave. From birth to death, a person keeps on learning something or the other every moment, some of which are new and some are old. He uses the same learned behaviors day by day according to the situation. The desired rewarding or successful behavior for a given situation is stored in the memory of the individual. When similar situations arise, he starts doing those behaviors by taking them out of his memory store. Thus, there is a close relationship between learning and society. If the committee does not work, then no past travel behavior will be remembered. What will that person do more every time? Why shouldn't this be the case? That is why learning in practice is important.
Procedure On How To Interpret Resistance Reading In An OhmmeterEddie Abug
An ohmmeter scale is nonlinear which means the value of one line or calibration may not be true to other lines. It is therefore proper to assign values to every line for proper and accurate interpretation
Isaiah 40:31King James Version (KJV)
31 But they that wait upon the Lord shall renew their strength; they shall mount up with wings as eagles; they shall run, and not be weary; and they shall walk, and not faint.
1. • EDDIE T. ABUG (BSE-TLE 3A)
• WILLYN MAE CALDWELL (BEE-SPED 2B)
• MA. SARAH ISABEL NONES (BEE-SPED 2B)
• MARIBELLE UNTALAN (BEE-SPED 2B)
• MARECHIL L. OMNIZ (BSE-TLE 4A)
UNIVERSITY OF RIZAL SYSTEM CAINTA
FACILITATING LEARNING – ED2
2. Cognitivism
• as a perspective in education, has a premise
that humans generate knowledge and
meaning through sequential development of
an individual’s cognitive abilities, such as
the mental processes of recognize, recall,
analyze, reflect, apply, create, understand, and
evaluate.
3. ,
• The Cognitivists' (e.g. Piaget, Vygotsky, Bruner)
learning process is adoptive learning of
techniques, procedures, organization, and
structure to develop internal cognitive structure
that strengthens synapses in the brain.
• The learner requires assistance to develop prior
knowledge and integrate new knowledge.
4. • The purpose in education is to develop
conceptual knowledge, techniques, procedures,
and algorithmic problem solving using
Verbal/Linguistic and Logical/Mathematical
intelligences.
• The learner requires scaffolding to develop
schema and adopt knowledge from both people
and the environment.
• The educators' role is pedagogical in that the
instructor must develop conceptual knowledge
by managing the content of learning activities.
• This theory relates to early stages of learning
where the learner solves well defined problems
through a series of stages
6. Jean William Fritz Piaget
August 9 1896 Neuchatel, Switzerland
September 16 1980 (aged 84) Geneva,
Switzerland
7. • Piaget was born in 1896 in Neuchatel, in
the Francophone region of Switzerland. He
was the eldest son of Arthur Piaget (Swiss), a
professor of medieval literature at
the University of Neuchatel, and Rebecca
Jackson (French).
Jean with his two sisters and his parents;
Arthur Piaget & Rebecca Jackson-Piaget
Jean Piaget at the age of 10
8. • Piaget was a precocious child who developed
an interest in biology and the natural world.
His early interest in zoology earned him a
reputation among those in the field after he
had published several articles on mollusks by
the age of 15.
• He was educated at the University of
Neuchâtel, and studied briefly at
the University of Zurich.
9. • During this time, he published two
philosophical papers that showed the
direction of his thinking at the time, but
which he later dismissed as adolescent
thought.
• His interest in psychoanalysis, at the time a
burgeoning strain of psychology, can also be
dated to this periodPiaget moved from
Switzerland to Paris, France after his
graduation and he taught at the Grange-Aux-
Belles Street School for Boys.
10. The school was run by Alfred Binet, the
developer of the Binet intelligence test,
and Piaget assisted in the marking of
Binet's intelligence tests.
It was while he was helping to mark some
of these tests that Piaget noticed that
young children consistently gave wrong
answers to certain questions.
11. Piaget did not focus so much on the fact of the
children's answers being wrong, but that young
children consistently made types of mistakes
that older children and adults did not.
This led him to the theory that young children's
cognitive processes are inherently different
from those of adults.
Ultimately, he was to propose a global theory of
cognitive developmental stages in which
individuals exhibit certain common patterns of
cognition in each period of development
12. • Piaget thought that children’s thinking
changes in the certain range of ages.
According to him, children’s schema and
cognitive develop naturally as they face with
new situations and experiences in their lives.
Piaget grouped the children’s cognitive
development into four stages.
14. Piaget grouped the children’s
cognitive development into four
stages.
• Firstly, the sensorimotor
stage (ages 0-2)
• Involves two important
development processes
which include the child’s
development of five senses
and motor development.
• Children learn by interacting
physically with the
environment to recognize
things or objects.
15. Secondly, the preoperational stage
ranged from ages 2 to 7.
• At this stage,
children are not able
to think abstractly so
that they need
concrete situations to
process the ideas.
16. Thirdly, in the concrete operation stage
(ages 7-12)
• Children have enough
experiences to begin
to think logically and
do some abstract
problem solving, such
as manipulating
figures or symbols
and classifying,
though they still
learn best by doing.
17. The last stage is formal operation
stage
(12 years onward)
• At this stage, children are
able to use abstract
thinking like adults. For
examples, they begin to
think about “what
if…questions”, work with
hypotheses, and think
about possibilities then
check them against the
reality.
18. Countless educators all over the world put
Piaget principles into daily practice, greatly
improving the performance of children in the areas
of math, science, and even language acquisition and
social studies. Overall, his work in child cognition
revolutionized our way of thinking about children,
and about learning, intelligence, and the nature of
knowledge. At the time of his death in 1980, at the
age of 84, Piaget's career had spanned some 70+
years and given birth to whole new fields in science.
Among these are the studies of genetic
epistemology, cognitive theory, and developmental
psychology.
19. Lev Semyonovich Vygotsky
(Russian: (Lev Simkhovich Vygodsky))
November 17 [O.S. November 5] 1896 – June 11, 1934)
was a Soviet Belarusian psychologist, the founder of a
theory of human cultural and biosocial development
commonly referred to as cultural-historical psychology,
and leader of the Vygotsky Circle.
20. Lev Vygotsky was born in the town
of Orsha, Belarus, in the Russian
Empire (present-day Belarus) into
a non-religious middle class
Jewish family. His father was a
banker.
He was raised in the city of Gomel,
Belarus, where he obtained both
public and private education. In
1913
Vygotsky was admitted to
the Moscow State
University through a “Jewish
Lottery" to meet a three percent
Jewish student quota for entry in
Moscow and Saint Petersberg
universities.
21. • For unclear reasons, around early 1920s, he
changed his birth name from Vygodskii (with "d")
into Vygotskii (with middle "t") and his patronymic
from original Jewish "Simkhovich" to Slavic
"Semenovich".
• In January 1924, Vygotsky took part in the Second
All-Russian Psychoneurological Congress in
Leningrad. Soon thereafter, Vygotsky received an
invitation to become a research fellow at the
Psychological Institute in Moscow.
• He began his career at the Psychological Institute
as a "staff scientist, second class”.
22. By the end of 1925, Vygotsky
completed his dissertation
in 1925 on "The Psychology
of Art" (not published until
1960s) and a book
"Pedagogical Psychology"
that was apparently
created on the basis of
lecture notes that he
prepared back in Gomel as
a psychology instructor at
local educational
establishments.
In summer 1925 he made his
first and only trip abroad to
a London congress on the
education of the deaf.
23. Vygotsky's main work was in
developmental psychology, and he
proposed a theory of the
development of higher cognitive
functions in children that saw the
emergence of the reasoning as
emerging through practical activity in
a social environment.
• During the earlier period of
his career he argued that the
development of reasoning
was mediated by signs and
symbols, and therefore
contingent on cultural
practices and language as
well as on universal
cognitive processes.
24. • Vygotsky also posited a concept of the Zone of
Proximal Development, often understood to refer
to the way in which the acquisition of new
knowledge is dependent on previous learning, as
well as the availability of instruction.
• Vygotsky stated that a child follows an adult's
example and gradually develops the ability to do
certain tasks without help.
25. • “Zone of Proximal
Development" (ZPD)
is Vygotsky’s term for the range
of tasks that a child is in the
process of learning to complete.
The lower limit of ZPD is the
level of skill reached by the child
working independently (also
referred to as the child’s actual
developmental level). The upper
limit is the level of potential skill
that the child is able to reach
with the assistance of a more
capable instructor.
26. Scaffolding is a concept closely related
to the idea of ZPD, although Vygotsky
never actually used the term.
An essential element to the ZPD and
scaffolding is the acquisition of
language. According to Vygotsky,
language (and in particular, speech) is
fundamental to children’s cognitive
growth because language provides
purpose and intention so that behaviors
can be better understood
Through the use
of speech,
children are able
to communicate
to and learn from
others through
dialogue, which
is an important
tool in the ZPD.
27. • Scaffolding is a concept closely related to the idea
of ZPD, although Vygotsky never actually used the
term.
• Scaffolding is changing the level of support to suit
the cognitive potential of the child.
• Over the course of a teaching session, a more
skilled person adjusts the amount of guidance to
fit the child’s potential level of performance.
• More support is offered when a child is having
difficulty with a particular task and, over time,
less support is provided as the child makes gains
on the task. Ideally, scaffolding works to maintain
the child’s potential level of development in the
ZPD.
28. Jerome Seymour Bruner
was born on October 1, 1915 in New
York, to Heman and Rose Bruner, who
emigrated from Poland.
29. • He received a
bachelor's degree in
psychology, in 1937
from Duke University.
• Bruner went on to
earn a master's
degree in psychology
in 1939 and then a
doctorate in
psychology in 1941
from Harvard
University.
30. • In 1939, Bruner published his first psychological
article studying the effect of thymus extract on
the sexual behavior of the female rat.
• During World War II, Bruner served on
the Psychological Warfare Division of the
Supreme Headquarters of the Allied Expeditory
Force Europe committee under Eisenhower,
researching social psychological phenomena.
• In 1945, Bruner returned to Harvard as a
psychology professor and was heavily involved in
research relating to cognitive psychology and
educational psychology.
31. • Bruner is one of the pioneers of the cognitive
psychology movement in the United States. This
began through his own research when he began
to study sensation and perception as being
active, rather than passive processes.
• In 1947, Bruner published his classic study Value
and Need as Organizing Factors in Perception in
which poor and rich children were asked to
estimate the size of coins or wooden disks the
size of American pennies, nickels, dimes, quarters
and half-dollars.
32. • Bruner studied the way children learned and
coined the term "scaffolding", to describe the
way children often build on the information
they have already mastered.
33. Scaffolding theory was first introduced
in the late 1950s by Jerome Bruner,
a cognitive psychologist.
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 informal
instructional formats within which
their learning is facilitated.
34. • In his research on the development
of children (1966)
• Bruner proposed three modes of representation:
1. ) enactive representation (action-based),
2.) iconic representation (image-based), and
3.) symbolic representation (language-based).
35. Bruner's Three Modes of Representation
• Modes of representation
are the way in which
information or knowledge
are stored and encoded
in memory.
• Rather than neat age related
stages (like Piaget), the modes
of representation are integrated
and only loosely sequential as
they "translate" into each other.
36. Many adults can perform a variety of motor tasks (typing,
sewing a shirt, operating a lawn mower) that they would
find difficult to describe in iconic (picture) or symbolic
(word) form.
Enactive (0 - 1 years)
This appears first. 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.
The child represents past events through
motor responses, i.e. an infant will “shake a
rattle” which has just been removed or
dropped, as if the movements themselves
are expected to produce the accustomed
sound. And this is not just limited to
children.
37. Iconic (1 - 6 years)
• This is where information
is stored visually in the
form of images (a mental
picture in the mind’s eye).
For some, this is
conscious; others say they
don’t experience it. This
may explain why, when
we are learning a new
subject, it is often helpful
to have diagrams or
illustrations to accompany
verbal information.
38. Symbolic (7 years onwards)
• This develops last. This is
where information is
stored in the form of a
code or symbol, such
as language. This is the
most adaptable form of
representation, for actions
& images have a fixed
relation to that which they
represent. Dog is a
symbolic representation
of a single class.
39. Bruner's constructivist theory suggests it is
effective when faced with new material to
follow a progression from enactive to iconic to
symbolic representation; this holds true even
for adult learners. A true instructional designer,
Bruner's work also suggests that a learner even
of a very young age is capable of learning any
material so long as the instruction is organized
appropriately, in sharp contrast to the beliefs of
Piaget and other stage theorists.
40. • Bruner and Piaget
• Obviously there are similarities between Piaget
and Bruner, but an important difference is that
Bruner’s modes are not related in terms of which
presuppose the one that precedes it. Whilst
sometimes one mode may dominate in usage,
they co-exist.
• Although Bruner proposes stages of cognitive
development, he doesn’t see them as
representing different separate modes of thought
at different points of development (like Piaget).
Instead, he sees a gradual development of
cognitive skills and techniques into more
integrated “adult” cognitive techniques.
41. BRUNER AGREES WITH PIAGET BRUNER DISAGREES WITH PIAGET
1. Children are PRE-ADAPTED to
learning
1. Development is a CONTINUOUS
PROCESS – not a series of stages
2. Children have a NATURAL
CURIOSITY
2. The development of LANGUAGE
is a cause not a consequence of
cognitive development
3. Children’s COGNITIVE
STRUCTURES develop over time
3. You can SPEED-UP cognitive
development. You don’t have to
wait for the child to be ready
4. Children are ACTIVE participants
in the learning process
4. The involvement of ADULTS and
MORE KNOWLEDGEABLE PEERS
makes a big difference
5. Cognitive development entails the
acquisition of SYMBOLS
5. Symbolic thought does NOT
REPLACE EARLIER MODES OF
REPRESENTATION
42. • Bruner and Vygotsky
• Both Bruner and Vygotsky emphasise a child's environment,
especially the social environment, more than Piaget did. Both
agree that adults should play an active role in assisting the child's
learning.
• Bruner, like Vygotksy, emphasised the social nature of learning,
citing that other people should help a child develop skills through
the process of scaffolding. The term scaffolding first appeared in
the literature when Wood, Bruner and Ross described how
tutors' interacted with pre-schooler to help them solve a block
reconstruction problem (Wood et al., 1976).
• The concept of scaffolding is very similar to Vygotsky's notion of
the zone of proximal development, and it not uncommon for the
terms to be used interchangeably. Scaffolding involves helpful,
structured interaction between an adult and a child with the aim
of helping the child achieve a specific goal.
• [Scaffolding] refers to the steps taken to reduce the degrees of
freedom in carrying out some task so that the child can
concentrate on the difficult skill she is in the process of acquiring.
(Bruner, 1978, p. 19)
43. EDDIE T. ABUG
BSE-TLE 3A
WILLYN MAE CALDWELL
BEE-SPED 2B
MA. SARAH ISABEL NONES
BEE-SPED 2B
MARECHIL L. OMNIZ
BSE-TLE 4A
MARIBELLE UNTALAN
BEE-SPED 2B