Jerome Bruner's Theory of Constructivism
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Constructivism is a theory of knowledge that asserts that individuals actively construct or make their own knowledge and that reality is determined by the experiences of the learner. Learning is an active process in which the learner constructs new ideas or concepts based on both their current and past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions using their cognitive structure. An example is given of an elementary school teacher allowing students to use their own methods to measure the length of the Mayflower rather than introducing a ruler.
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Ausubel's Meaningful Verbal Learning
1) Ausubel's Subsumption Theory proposes that meaningful learning occurs when new information is related to an individual's existing cognitive framework through four processes: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
2) According to the theory, an individual's cognitive structure is the most important factor influencing learning. Advance organizers are used to strengthen cognitive structure and allow new information to be subsumed.
3) Meaningful learning takes place through subsumption, where new material is related to relevant prior knowledge. There are different types of advance organizers that can be used including expository, narrative, skimming, and graphic organizers.
Ausubel’s Meaningful Verbal Learning
David Ausubel developed the theory of meaningful learning through subsumption. He believed that new information is best learned when incorporated into an individual's existing cognitive framework or schema. Ausubel advocated for the use of advance organizers - instructional materials presented before a lesson that provide context and structure for new concepts. By relating new ideas to what is already known, advance organizers allow individuals to incorporate new information through derivative, correlative, superordinate, or combinatorial subsumption.
COGNITIVISM THEORY
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Bruner’s const ructivist theory
1) Jerome Bruner was a proponent of constructivism which rejects the idea that knowledge can be passed directly from teachers to learners and instead believes that learners construct new understanding based on their existing knowledge.
2) Bruner identified three modes of representation - enactive (learning by doing), iconic (using models and pictures), and symbolic (abstract thinking) - that describe how learners develop the ability to represent knowledge.
3) Bruner's spiral curriculum approach revisits topics with increasing levels of difficulty and anchors instruction to learners' cognitive abilities using readiness, spiral organization, and going beyond given information.
Cognitive constructivism – Jerome.S. Bruner
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
Ausubel's Subsumption Theory
David Ausubel developed the theory of meaningful verbal learning based on the idea that learning occurs best when new information is related to what is already known. According to Ausubel, there are four processes of meaningful learning: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. An important instructional tool is the advance organizer, which strengthens a learner's cognitive structure by providing an overview of new material before it is presented in detail to help the learner incorporate the new information.
Subsumption theory by_david_paul_ausubel
- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
Jerome Bruner Theory of Education
This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
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Ausubel's Meaningful Verbal Learning
1) Ausubel's Subsumption Theory proposes that meaningful learning occurs when new information is related to an individual's existing cognitive framework through four processes: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
2) According to the theory, an individual's cognitive structure is the most important factor influencing learning. Advance organizers are used to strengthen cognitive structure and allow new information to be subsumed.
3) Meaningful learning takes place through subsumption, where new material is related to relevant prior knowledge. There are different types of advance organizers that can be used including expository, narrative, skimming, and graphic organizers.
Ausubel’s Meaningful Verbal Learning
David Ausubel developed the theory of meaningful learning through subsumption. He believed that new information is best learned when incorporated into an individual's existing cognitive framework or schema. Ausubel advocated for the use of advance organizers - instructional materials presented before a lesson that provide context and structure for new concepts. By relating new ideas to what is already known, advance organizers allow individuals to incorporate new information through derivative, correlative, superordinate, or combinatorial subsumption.
COGNITIVISM THEORY
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Bruner’s const ructivist theory
1) Jerome Bruner was a proponent of constructivism which rejects the idea that knowledge can be passed directly from teachers to learners and instead believes that learners construct new understanding based on their existing knowledge.
2) Bruner identified three modes of representation - enactive (learning by doing), iconic (using models and pictures), and symbolic (abstract thinking) - that describe how learners develop the ability to represent knowledge.
3) Bruner's spiral curriculum approach revisits topics with increasing levels of difficulty and anchors instruction to learners' cognitive abilities using readiness, spiral organization, and going beyond given information.
Cognitive constructivism – Jerome.S. Bruner
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
Ausubel's Subsumption Theory
David Ausubel developed the theory of meaningful verbal learning based on the idea that learning occurs best when new information is related to what is already known. According to Ausubel, there are four processes of meaningful learning: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. An important instructional tool is the advance organizer, which strengthens a learner's cognitive structure by providing an overview of new material before it is presented in detail to help the learner incorporate the new information.
Subsumption theory by_david_paul_ausubel
- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
Jerome Bruner Theory of Education
This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
Gagne learning theory
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Ausubel's Meaningful Verbal Learning
David Ausubel proposed using advance organizers to improve expository teaching. Advance organizers strengthen students' cognitive structures by providing a broad overview of a topic before details are presented. This allows new information to be incorporated through meaningful learning processes like subsumption, where new concepts are related to existing knowledge. Ausubel emphasized that advance organizers differ from summaries by acting as a bridge between new and prior knowledge at different levels of abstraction.
Learning Theory by Ausubel
David Ausubel developed the theory of meaningful learning which emphasizes relating new information to existing knowledge through subsumption. He proposed two types of advance organizers - exposition and comparison types - to present overviews before detailed lessons. Meaningful learning occurs through four processes: derivative subsumption relating examples to concepts, correlative subsumption extending concepts, superordinate learning identifying concepts, and combinatorial learning relating ideas analogously. Teachers should present general ideas first then examples, integrate new and old information, and use advance organizers and multiple examples.
Constructivism: Knowledge Construction / Concept Learning
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
Robert Gagne’s Hierarchical Learning Theory
Robert Gagne's hierarchical learning theory categorizes learning into five types: intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. Intellectual skills are further divided into eight subcategories that increase in complexity: signal learning, stimulus-response learning, chain learning, verbal association learning, multiple discrimination learning, concept learning, rule/principle learning, and problem solving learning. These categories build upon each other, with higher-order skills requiring mastery of lower-level skills and more previous learning.
David ausubel
David Ausubel developed Meaningful Learning Theory which posits that meaningful learning occurs when new information is related to an individual's existing cognitive framework or schema. The theory outlines several processes by which this occurs, including derivative subsumption where new information is an example of an existing concept, and correlative subsumption which enriches a concept. According to Ausubel, meaningful learning is most effective when it progresses from general to specific concepts and integrates new and old ideas through comparisons.
CONNECTIONISM THEORY OF EDWARD THORNDIKE
Edward Thorndike was an American psychologist who developed the theory of connectionism in the early 20th century. Connectionism posits that learning occurs through the formation of associations between stimuli and responses, and that these associations are strengthened when rewarded and weakened when not rewarded. Thorndike identified three "laws of learning": the law of effect, the law of exercise, and the law of readiness. Connectionism emphasizes that learning is based on practice, rewards, repetition, and satisfying an individual's potential to learn.
Bruners contructivism
Jerome Bruner was an influential American psychologist known for developing the theory of constructivism. Constructivism rejects the notion that knowledge has an absolute truth or can be directly transmitted from teacher to learner. Instead, Bruner believed that learning is an active process where learners construct new understandings based on previous knowledge. Some key aspects of Bruner's constructivist theory include representing knowledge through actions, models, and symbols; presenting a spiral curriculum tailored to learners' cognitive abilities; and emphasizing discovery learning through inductive reasoning.
Module 14 ~ Constructivism
Here are some examples of how constructivism can be applied for different topics:
- Biology majors learning about cell structure: Provide opportunities for hands-on activities like observing cells under microscopes. Encourage discussion and allow students to draw their own conclusions.
- Computer science majors learning programming: Give students open-ended programming assignments and allow them to experiment. Facilitate peer learning and troubleshooting.
- Education majors learning about learning theories: Present key ideas like constructivism in depth. Provide real examples from classrooms. Organize students into groups to discuss applications and relate theories to their own experiences.
- Business majors learning accounting: Use varied case studies and scenarios. Engage students in active
Gagne conditions of learning
Gagne's has given five categories of learning and eight conditions of learning which is also called hierarchy of learning. His instructional design has nine steps or events.
Contructivism
Constructivism is a theory of learning that suggests learners actively construct their own understanding of concepts based on their current knowledge and experiences. There are two main views of constructivism - individual constructivism, which emphasizes each learner's internal construction of knowledge, and social constructivism, which views knowledge as constructed through social interactions. Key characteristics of constructivism include learners constructing their own understanding, new learning building on prior knowledge, and meaningful learning occurring through authentic tasks and social interactions.
Behaviorist perspective report
The behaviorist perspective states that human behavior is learned through interaction with the environment rather than innate. Behaviorism focuses on observable and measurable behaviors and how they are learned through conditioning and reinforcement. Key contributors to behaviorism include Pavlov, Thorndike, Watson, and Skinner. Skinner's operant conditioning emphasized how behaviors are reinforced or punished, shaping what behaviors are learned. Neobehaviorism incorporated some cognitive elements, exemplified by Tolman's purposive behaviorism and Bandura's social learning theory, which described observational learning.
Module 7 behaviorism
1) Behaviorism focuses on observable and measurable behavior and how behavior is learned through conditioning and reinforcement without consideration of internal mental processes.
2) Key figures in the development of behaviorism include Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Pavlov discovered classical conditioning, Thorndike proposed laws of learning, Watson conducted experiments on conditioning emotional responses, and Skinner developed operant conditioning.
3) Operant conditioning by Skinner built upon Thorndike's law of effect and involves reinforcement to shape behaviors through rewards or removal of unpleasant stimuli.
Ausubel’s meaningful verbal learning
David Paul Ausubel was an American psychologist who developed the theory of advance organizers. His theory proposed that meaningful learning occurs when new ideas are related to concepts a learner already knows. Ausubel believed cognitive structure should be strengthened before presenting new materials. An advance organizer provides an overview of a topic before details to help learners connect new information to existing knowledge through subsumption, the process of relating new ideas to relevant prior concepts.
Jerome bruner learning theory
1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning.
2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum.
3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
Bloom’s Revised Taxonomy of Educational Objectives
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
Metacognition
A report on Metacognition
Contents:
Definition of Metacognition
Elements of Metacognition
Identifying the Elements of Metacognition
Uses of Metacognition
Teaching Strategies for Metacognition
Questions to Improve Metacognition
BANDURA SOCIAL LEARNING THEORY
This document provides information about Albert Bandura and his social learning theory. It discusses key concepts such as observational learning, intrinsic reinforcement, and the modeling process. Bandura believed that learning occurs through observation of others within a social context and is influenced by cognitive, behavioral, and environmental factors through a continuous reciprocal interaction process. Learning takes place via four main steps - attention, retention, reproduction, and motivation. An example experiment on this theory involved children observing a video of someone acting violently towards a Bobo doll and then imitating these behaviors themselves.
David Ausubel
David Ausubel was a cognitive learning theorist born in 1918 who believed that learning occurs when new information is connected to what a student already knows. He argued that the teacher's role is to present information in a way that connects to students' prior knowledge through techniques like advanced organizers. Ausubel disagreed with theories of rote learning, discovery learning, and motivation preceding learning. His work emphasized understanding students' existing knowledge to facilitate meaningful learning.
The metacognitive process
Metacognition refers to thinking about one's own thinking. It involves awareness and understanding of one's own thought processes. There are two main components - knowledge about cognition and regulation of cognition. Knowledge of cognition includes knowledge about strategies that can be used for different learning situations. Regulation of cognition refers to skills such as planning, monitoring, and evaluating one's comprehension. Metacognitive skills are essential for effective learning as they allow students to consciously monitor and manage their learning.
Burners Constructivist Theory
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.
J. BRUNER’s THEORY OF LEARNING PROCESS.pptx
Principles of J. Bruner Theory
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
J. Bruner Theory
(i). 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.
(ii). Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences.
(iii). Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
(iv). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
(v). He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make spontaneous bound.
(vi). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
Features of J. Bruner's theory of Instruction
1. Tendency towards learning
2. The ways in which a body of knowledge can be structured so that itcan be most readily grasped by the learner,
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.
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)
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Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Ausubel's Meaningful Verbal Learning
David Ausubel proposed using advance organizers to improve expository teaching. Advance organizers strengthen students' cognitive structures by providing a broad overview of a topic before details are presented. This allows new information to be incorporated through meaningful learning processes like subsumption, where new concepts are related to existing knowledge. Ausubel emphasized that advance organizers differ from summaries by acting as a bridge between new and prior knowledge at different levels of abstraction.
Learning Theory by Ausubel
David Ausubel developed the theory of meaningful learning which emphasizes relating new information to existing knowledge through subsumption. He proposed two types of advance organizers - exposition and comparison types - to present overviews before detailed lessons. Meaningful learning occurs through four processes: derivative subsumption relating examples to concepts, correlative subsumption extending concepts, superordinate learning identifying concepts, and combinatorial learning relating ideas analogously. Teachers should present general ideas first then examples, integrate new and old information, and use advance organizers and multiple examples.
Constructivism: Knowledge Construction / Concept Learning
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
Robert Gagne’s Hierarchical Learning Theory
Robert Gagne's hierarchical learning theory categorizes learning into five types: intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. Intellectual skills are further divided into eight subcategories that increase in complexity: signal learning, stimulus-response learning, chain learning, verbal association learning, multiple discrimination learning, concept learning, rule/principle learning, and problem solving learning. These categories build upon each other, with higher-order skills requiring mastery of lower-level skills and more previous learning.
David ausubel
David Ausubel developed Meaningful Learning Theory which posits that meaningful learning occurs when new information is related to an individual's existing cognitive framework or schema. The theory outlines several processes by which this occurs, including derivative subsumption where new information is an example of an existing concept, and correlative subsumption which enriches a concept. According to Ausubel, meaningful learning is most effective when it progresses from general to specific concepts and integrates new and old ideas through comparisons.
CONNECTIONISM THEORY OF EDWARD THORNDIKE
Edward Thorndike was an American psychologist who developed the theory of connectionism in the early 20th century. Connectionism posits that learning occurs through the formation of associations between stimuli and responses, and that these associations are strengthened when rewarded and weakened when not rewarded. Thorndike identified three "laws of learning": the law of effect, the law of exercise, and the law of readiness. Connectionism emphasizes that learning is based on practice, rewards, repetition, and satisfying an individual's potential to learn.
Bruners contructivism
Jerome Bruner was an influential American psychologist known for developing the theory of constructivism. Constructivism rejects the notion that knowledge has an absolute truth or can be directly transmitted from teacher to learner. Instead, Bruner believed that learning is an active process where learners construct new understandings based on previous knowledge. Some key aspects of Bruner's constructivist theory include representing knowledge through actions, models, and symbols; presenting a spiral curriculum tailored to learners' cognitive abilities; and emphasizing discovery learning through inductive reasoning.
Module 14 ~ Constructivism
Here are some examples of how constructivism can be applied for different topics:
- Biology majors learning about cell structure: Provide opportunities for hands-on activities like observing cells under microscopes. Encourage discussion and allow students to draw their own conclusions.
- Computer science majors learning programming: Give students open-ended programming assignments and allow them to experiment. Facilitate peer learning and troubleshooting.
- Education majors learning about learning theories: Present key ideas like constructivism in depth. Provide real examples from classrooms. Organize students into groups to discuss applications and relate theories to their own experiences.
- Business majors learning accounting: Use varied case studies and scenarios. Engage students in active
Gagne conditions of learning
Gagne's has given five categories of learning and eight conditions of learning which is also called hierarchy of learning. His instructional design has nine steps or events.
Contructivism
Constructivism is a theory of learning that suggests learners actively construct their own understanding of concepts based on their current knowledge and experiences. There are two main views of constructivism - individual constructivism, which emphasizes each learner's internal construction of knowledge, and social constructivism, which views knowledge as constructed through social interactions. Key characteristics of constructivism include learners constructing their own understanding, new learning building on prior knowledge, and meaningful learning occurring through authentic tasks and social interactions.
Behaviorist perspective report
The behaviorist perspective states that human behavior is learned through interaction with the environment rather than innate. Behaviorism focuses on observable and measurable behaviors and how they are learned through conditioning and reinforcement. Key contributors to behaviorism include Pavlov, Thorndike, Watson, and Skinner. Skinner's operant conditioning emphasized how behaviors are reinforced or punished, shaping what behaviors are learned. Neobehaviorism incorporated some cognitive elements, exemplified by Tolman's purposive behaviorism and Bandura's social learning theory, which described observational learning.
Module 7 behaviorism
1) Behaviorism focuses on observable and measurable behavior and how behavior is learned through conditioning and reinforcement without consideration of internal mental processes.
2) Key figures in the development of behaviorism include Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Pavlov discovered classical conditioning, Thorndike proposed laws of learning, Watson conducted experiments on conditioning emotional responses, and Skinner developed operant conditioning.
3) Operant conditioning by Skinner built upon Thorndike's law of effect and involves reinforcement to shape behaviors through rewards or removal of unpleasant stimuli.
Ausubel’s meaningful verbal learning
David Paul Ausubel was an American psychologist who developed the theory of advance organizers. His theory proposed that meaningful learning occurs when new ideas are related to concepts a learner already knows. Ausubel believed cognitive structure should be strengthened before presenting new materials. An advance organizer provides an overview of a topic before details to help learners connect new information to existing knowledge through subsumption, the process of relating new ideas to relevant prior concepts.
Jerome bruner learning theory
1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning.
2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum.
3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
Bloom’s Revised Taxonomy of Educational Objectives
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
Metacognition
A report on Metacognition
Contents:
Definition of Metacognition
Elements of Metacognition
Identifying the Elements of Metacognition
Uses of Metacognition
Teaching Strategies for Metacognition
Questions to Improve Metacognition
BANDURA SOCIAL LEARNING THEORY
This document provides information about Albert Bandura and his social learning theory. It discusses key concepts such as observational learning, intrinsic reinforcement, and the modeling process. Bandura believed that learning occurs through observation of others within a social context and is influenced by cognitive, behavioral, and environmental factors through a continuous reciprocal interaction process. Learning takes place via four main steps - attention, retention, reproduction, and motivation. An example experiment on this theory involved children observing a video of someone acting violently towards a Bobo doll and then imitating these behaviors themselves.
David Ausubel
David Ausubel was a cognitive learning theorist born in 1918 who believed that learning occurs when new information is connected to what a student already knows. He argued that the teacher's role is to present information in a way that connects to students' prior knowledge through techniques like advanced organizers. Ausubel disagreed with theories of rote learning, discovery learning, and motivation preceding learning. His work emphasized understanding students' existing knowledge to facilitate meaningful learning.
The metacognitive process
Metacognition refers to thinking about one's own thinking. It involves awareness and understanding of one's own thought processes. There are two main components - knowledge about cognition and regulation of cognition. Knowledge of cognition includes knowledge about strategies that can be used for different learning situations. Regulation of cognition refers to skills such as planning, monitoring, and evaluating one's comprehension. Metacognitive skills are essential for effective learning as they allow students to consciously monitor and manage their learning.
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Constructivism: Knowledge Construction / Concept Learning
Constructivism: Knowledge Construction / Concept Learning
Bloom’s Revised Taxonomy of Educational Objectives
Bloom’s Revised Taxonomy of Educational Objectives
Similar to Jerome Bruner's Theory of Constructivism
Burners Constructivist Theory
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.
J. BRUNER’s THEORY OF LEARNING PROCESS.pptx
Principles of J. Bruner Theory
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
J. Bruner Theory
(i). 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.
(ii). Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences.
(iii). Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
(iv). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
(v). He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make spontaneous bound.
(vi). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
Features of J. Bruner's theory of Instruction
1. Tendency towards learning
2. The ways in which a body of knowledge can be structured so that itcan be most readily grasped by the learner,
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.
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)
Reporting-in-EDUC-8.pptx
It contains information about education 8 that you will be able to use for your reporting. And also will increase your knowledge about this report report that are related to your report.nfjdjsnskkdid if ndbdjeisnsns sjaiwjamaoisbd f fjdidksnwieubrf fbdjsksmsoid f fhdisnsksiehd. Fbdjskakwidbf f djskjsnshfufhd d sjskwkosishfbfbd d jdksnsbsjsjsbdisnsnd. D skamakaushd d d skma.smaoanans s.s.s skkss. Djsiwmslxhxufbbdkskamskxifndksosmsbxuc. Fbdid dud d jsnw dkc aka kOahejw wmwlsown dndid djd. Dneiwmwowms s ebiebdid dbwiwowm d dbdjsbdjdnwkwow e d jdndndksiw e. F f f d d djsnsks s akak sbsia a ak absia a d sjjw dic soandjskns wjoqns d djskbsis djosoand cjdisnsksnd .
Cognitivist Theory -Ausubel and Bruner.pptx
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.
Learning_Theories explained copyright -Michelle Mckoy
The document discusses several learning theories: behaviourism, cognitivism, constructivism. Behaviourism views learning as changes in observable behaviour through reinforcement/punishment. Cognitivism sees learning as information processing through mental structures like schemas. Constructivism believes learners construct their own knowledge through experiences. The document also discusses theorists like Skinner, Piaget, Vygotsky and their contributions to these perspectives. It notes tensions between direct instruction vs constructivist approaches and addresses criticisms of constructivism.
STRATEGIES IN SCIENCE
The document discusses various teaching approaches and strategies for teaching science, including:
1. Constructivist learning strategies like discovery learning and inquiry-based learning which emphasize hands-on learning and allowing students to construct their own understanding.
2. Reflective teaching strategies like journaling and self-analysis which encourage students to reflect on and analyze their own learning.
3. Using discrepant events to spark students' curiosity and motivate investigation into science concepts.
4. The importance of considering students' characteristics and learning styles when teaching to make lessons more effective.
Chapter 5: Constructivist Learning Theories
This document discusses several learning theories:
1. Bruner's constructivist theory emphasizes that learning involves actively constructing new concepts based on prior knowledge. Knowledge can be represented in enactive, iconic, and symbolic forms.
2. Gestalt theory focuses on perception and how the brain organizes and groups different elements. Principles include proximity, similarity, closure etc.
3. Ausubel's subsumption theory proposes that new knowledge is best learned when related to existing concepts in a learner's cognitive structure.
It also discusses cooperative learning approaches involving group work and tasks, as well as experiential learning which emphasizes hands-on, real-world activities for constructing new knowledge and concepts.
Inquiry based eman's presentation
Inquiry-based learning is a teaching method that centers learning around students' questions. It involves students actively exploring concepts through hands-on investigations and projects. There are different types of inquiry, from open inquiry where students formulate their own questions to guided inquiry where teachers provide more structure. Constructivism theory supports inquiry-based learning as it holds that people actively construct their own understanding through experiences. When using inquiry, teachers commit to provoking students' thinking through rich experiences and carefully planned questioning to support student-driven investigations.
211639 (1).pptx
This document discusses five pedagogical approaches that can enhance learning: constructivism, collaborative approach, inquiry-based approach, integrative approach, and reflective approach. It focuses on explaining constructivism, which is a learner-centered approach where students actively construct knowledge based on their own experiences rather than passively receiving information from teachers. The document provides characteristics of constructivist teaching, such as students solving problems and reflecting on their learning, while teachers take on the role of facilitator. It contrasts traditional teacher-centered classrooms to constructivist classrooms that are evolving, inquiry-based, collaborative, and involve active reflection.
Theories of-learning-cognitive-and-constructivism
The document summarizes several cognitive learning theories including Bruner's theory of three stages of intellectual development (enactive, iconic, symbolic), Ausubel's meaningful learning theory which emphasizes relating new information to prior knowledge, constructivist theories which view learning as an active process of constructing new knowledge based on previous experiences including those proposed by Piaget and Vygotsky, and Dewey's progressive education which emphasizes learning through hands-on experiences. Gagne also proposed a hierarchy of skills building in complexity and nine events of instruction.
2019 inductive versus deductive teaching methods.pdf
The document discusses inductive and deductive teaching methods. Inductive teaching involves exposing students to examples to help them observe patterns and form their own generalizations, while deductive teaching presents students with general concepts and then examples. The document provides details on each approach, noting inductive teaching encourages more active student participation and understanding, while deductive teaching allows for more structure and efficiency. It also discusses factors a teacher should consider when deciding which method to use for a given topic, such as student involvement, predictability, depth of understanding, and time available.
Curriculum
This document discusses spiral curriculum and its key principles. It begins with an introduction to curriculum and discusses different approaches like concentric and spiral. It then explains the spiral curriculum in detail, noting that it involves revisiting topics with increasing complexity over multiple years. Key advocates like Jerome Bruner are discussed and his cognitive stages of learning. Empirical research on spiral curriculum is summarized as showing positive outcomes when implemented as a whole system and for reinforcing certain skills. The conclusion restates that spiral curriculum incorporates approaches shown to improve learning.
bruner theory in detail
Jerome Bruner's influential learning theory proposes that learning is an active process where learners select and transform information. His theory includes three stages of intellectual development - enactive, iconic, and symbolic. Bruner also advocated for a spiral curriculum that revisits basic ideas in increasing depth and a scaffolding approach where teachers gradually reduce support as students gain mastery. Implications of his theory include matching instruction to students' development levels, revisiting topics to deepen understanding, and fostering intrinsic motivation through feedback on progress.
constructivism and bruner
constructivism - definition
distinction between learning as construction and transmission of knowledge
social constructivism
bruner's concept of constructivism - discovery learning
spiral curriculum, representation of knowledge (enactive,iconic,symbolic)
categorization.
Learning perspectives abasolo_austria_mendoza
The document discusses key concepts and figures in constructivism and cognitive learning theories. Constructivism posits that learning is an active process where learners construct new ideas based on experiences. Key figures who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. Cognitive learning focuses on internal mental processes like memory, thinking, and problem solving. Theorists discussed include Atkinson-Shiffrin, Bartlett, Ausubel, Gagne, and Reigeluth. Constructivist teaching facilitates learning through exploration, questioning, and collaboration.
1.14 jerome brunertheory of learning
Jerome Bruner was an American psychologist born in 1915. He received his PhD from Harvard in 1941. Bruner was influential in educational and cognitive psychology. He believed learning is an active process where students construct new ideas based on their experiences. Bruner developed the theory of a spiral curriculum where topics are revisited at increasing levels of complexity. He also emphasized the role of structure and sequencing in effective instruction. Bruner's work influenced constructivist learning theories and educational practices.
Core 3 unit iv bruner cognitive development
1. Jerome Bruner was an American psychologist who developed theories of cognitive development and learning known as the cognitive theory.
2. Bruner believed that learning involves three stages - enactive, iconic, and symbolic - which correspond to development in how children process and represent information.
3. Key aspects of Bruner's theory included the concepts of scaffolding, spiral curriculum, and discovery learning - which emphasized facilitating active learning through temporary support, revisiting topics at increasing complexity, and allowing students to discover relationships in information respectively.
4. Overall, Bruner argued that education should focus on developing students' problem-solving skills and autonomous learning abilities rather than simply imparting knowledge.
Juan almeidalearningtheory
Constructivism is a learning theory where learners actively construct their own understanding and knowledge through experiences. Key theorists who contributed to constructivism include Piaget, Vygotsky, Bruner, and Dewey. Constructivist teaching practices encourage active learning, student inquiry, collaboration and reflection to help students construct new knowledge based on prior learning.
Current events – constructivism ISTC
Constructivism is a theory that believes learners construct their own knowledge through experiences. Teachers using constructivism encourage students to use various strategies to learn. Constructivism sees learning as an interactive process that builds on prior knowledge, with students working in groups. While instructional design traditionally analyzes content and learners, constructivism emphasizes student choice and perspectives. It promotes active, authentic, collaborative learning using multiple representations. Evaluation examines student thinking processes rather than just outcomes. However, constructivism lacks strategies and can create accountability issues for designers.
Contemporary-Learning-Theories-by-Bisagre-and-Mora-I.pptx
This document discusses learning theories and their impact on teaching. It describes 3 main categories of learning theories: 1) behaviorism, which focuses on stimulus-response learning; 2) cognitive-information processing theories, which examine how cognitive processes like memory work; and 3) cognitive constructivism, where learners actively construct knowledge based on their experiences. It then focuses on Jerome Bruner's discovery learning model from 1961, which encourages problem-solving, learner-managed exploration, integrating new and old knowledge, interpreting rather than memorizing information, and learning from failure through feedback. The 5 principles of Bruner's approach are outlined.
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Jerome Bruner's Theory of Constructivism
- 1. CONSTRUCTIVISM B Y : J E R I C O E D U L A N
- 4. Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.
- 5. EXAMPLE: An elementary school teacher presents a class problem to measure the length of the "Mayflower." Rather than starting the problem by introducing the ruler, the teacher allows students to reflect and to construct their own methods of measurement. One student offers the knowledge that a doctor said he is four feet tall. Another says she knows horses are measured in "hands." The students discuss these and other methods they have heard about, and decide on one to apply to the problem.
- 7. A. SPIRAL CURRICULUM Bruner’s spiral curriculum is an approach to education that involves regularly re-visiting the same educational topics over the course of a student’s education. Each time the content is re-visited, the student gains deeper knowledge of the topic. MASTERY REVISION NEW CONTENT DIFFICULTY
- 8. B. REPRESENTATION OF KNOWLEDGE Thinking is based entirely on physical actions, and infants learn by doing, rather than by internal representation (or thinking). 1. ENACTIVE (0-1YEAR)
- 9. B. REPRESENTATION OF KNOWLEDGE Information is stored as sensory images (icons), usually visual ones, like pictures in the mind. Thinking is also based on the use of other mental images (icons), such as hearing, smell or touch. 2. ICONIC (1-6YEARS)
- 10. B. REPRESENTATION OF KNOWLEDGE Learner has developed the ability of think in abstract terms. This uses symbol system to encode knowledge. 3. SYBOLIC (7YEARS ONWARD)
- 11. C.THEORY OF INSTRUCTION Introduced the idea of “Readiness for learning”. According to this idea, the teacher would design discrepant event activities that would pique the students' curiosity. 1. PREDISPOSITION TO LEARN
- 12. C.THEORY OF INSTRUCTION Refers to the way in which a body of knowledge can be structured so that it can be most readily grasped by their learner. 2. STRUCTURE OF KNOWLEDGE
- 13. C.THEORY OF INSTRUCTION According to Bruner, instruction should lead the learner through the content in order to increase the student's ability to "grasp, transform and transfer" what is learned. It also refers to the idea of revisiting basic ideas over and over, building upon them and elaborating to the level of full understanding and mastery. 3. EFFECTIVE SEQUENCING
- 14. C.THEORY OF INSTRUCTION Rewards and punishments should be selected and paced appropriately. 4. REINFORCEMENT
- 15. D. DISCOVERY LEARNING Obtaining knowledge for oneself. LEARNING BECOMES MORE MEANINGFUL (when) students explore their learning environment rather than listen passively to teachers.
- 16. E. CATEGORIZATION Categorization of information is in the construction of internal COGNITIVE MAPS. Perception, conceptualization, learning, decision making, and making inferences all involved categorization.
- 17. E. CATEGORIZATION 1. IDENTITY CATEGORIES 2. EQUIVALENT CATEGORIES 3. CODING SYSTEMS
- 18. THE END!!