Unit-16 (1)
Bruner’s Discovery Approach
16.1 Introduction
Emphasis on discovery learning in classrooms.
Jerome S. Bruner (1915-2010) - influential American psychologist.
Understanding Bruner’s theory of cognitive development and teaching strategies.
Objectives
State salient features of Bruner’s theory of cognitive development.
Describe four learning methods or strategies suggested by Bruner.
Define discovery learning, the steps for implementation, and its advantages.
Explain the concept of spiral curriculum.
Discuss the strategy of moving from simple to complex and the modes of learning.
16.2 How Do We Construct Knowledge?
Learning is an active process from birth; involves selecting, transforming, interpreting information.
Contrasts passive learning perspective (behaviorist view).
Knowledge Construction Processes:
Categorization: Grouping similar objects/events.
Example: Different bird species categorized as "birds" based on common features.
Coding: Hierarchical arrangement of categories (specific to general).
Example: "Birds" relates to "living things" and "things."
Advantages of Categorization:
Recognizes objects based on characteristics.
Relates objects/events through common categories.
Reduces need for constant learning by simplifying recognition tasks.
Decreases complexity in understanding diverse information.
16.3 How We Represent Knowledge in Our Mind
Modes of knowledge representation (vary with age): Enactive, Iconic, Symbolic.
16.3.1 The Enactive Mode (action-based)
Dominant from birth to 1 year.
Learning through active manipulation of objects.
Example: Babies learn through muscle memory.
16.3.2 The Iconic Mode (image-based)
Dominant from ages 1 to 6.
Information stored as mental images.
Children learn through models, pictures, and diagrams.
16.3.3 The Symbolic Mode (language-based)
Develops around age 7.
Children utilize symbols (language, numbers) for abstraction.
Example: Explaining computer operations without operation demonstration.
16.4 Educational Implications of Bruner’s Theory
16.4.1 Discovery Learning
Central concept; learning occurs through self-discovery.
Encourages children to interact with their environment to find out concepts.
Teacher's role shifts from information provider to facilitator of discovery.
Steps for successful discovery learning:
Transform knowledge tomatch children’s understanding level (enactive form).
Create activities for self-discovery.
Engage children in discussions to comprehend learned knowledge.
16.4.2 Learning Proceeds from Enactive to Iconic to Symbolic Form
Sequence for teaching concepts: Enactive -> Iconic -> Symbolic.
Example of teaching shapes using progressive forms.
Highlights importance of concrete objects in teaching.
16.4.3 Spiral Curriculum
Curriculum should revisit concepts repeatedly at increasing complexity.
Each topic taught at a basic level, then more complex as students progress. Examples of teaching concepts like flowers and the human body at different educational stages.
16.4.4 Teach from ‘Simple to Complex’
Learning begins with simple concepts; scaffolds to complex understanding.
Building confidence through successive learning experiences.
16.5 Summing Up
Bruner emphasizes learning through discovery.
Constructing knowledge via interactions and detecting similarities/differences.
Coding system organizes knowledge hierarchically.
Importance of mode of thinking according to developmental stages.
Discovery learning is essential in schools for effective learning.
Instruction should follow a sequence from concrete to abstract.
Reinforcing concepts through a spiral curriculum enhances understanding.
16.6 Answers to Check Your Progress Exercise
a) Jerome S. Bruner
b) Categorization and Coding system
c) Coding system
d) Enactive Mode
Similarities and differences between Bruner and Piaget regarding learning processes and cognitive development stages.