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Transcript of Bruner Biography
Lutkehaus, N. & Greenfield, P. (2003). From the process of education to the culture of education: an intellectal biography of Jerome Bruner's contributions to education. In A. Barry Simmerman, & B.Dale Schunk (Eds.), Educational phychology: a century of contributions (pp. 409-429). Mahawah, New Jersey: Lawrence Erlbaum Associates.
Takaya, K. (2008). Jerome Bruner’s Theory of Education: From Early Bruner to Later Bruner. Interchange, 39, 1-19. Doi: 10.1007/s10780-008-9039-2
The Study of Thinking - 1956
The Process of Education – 1960
On Knowing – 1964
Towards a Theory of Instruction - 1966
The Relevance of Education –1971
Beyond the Information Given - 1973
Actual Minds, Possible Words – 1987
Acts of Meaning – 1991
The Culture of Education – 1996 Instructional design should
take into account: Learning is an active, social process in which students construct new ideas or concepts based on current knowledge.
The students select information, originate hypotheses, and make decisions in the process of integrating experiences into their existing mental constructs, allowing them to go "beyond the information given".
Readiness to learn.
Structure of content (Spiral Curriculum).
Sequence of content.
Intuitive and analytic learning.
Motivation to learn.
Extrapolation and/or fill in the gaps (going beyond the information given). Bruner's Influences Role of the Teacher Create environments that will allow students to discover new learning.
Engage in dialogue with students using the Socratic method.
Translate information to be learned into a format appropriate to the learner's current state of understanding.
Provide scaffolding. Spiral Curriculum Revisiting same themes each time to allow for higher level of complexity.
Simplifying, generating new propositions, and increasing the manipulation of information.
Building upon previous learning. Theory of Constructivism Learning is influenced by culture.
Education is part of the culture.
The teacher's role is crucial as a tutor or facilitator. Learning is constructed by categorizing concepts and finding how they are related with each other and within a larger category.
People interpret the world in terms of similarities and differences. Jerome Bruner For TLCI 703 Prepared By Norma Grassini-Komara References Cognitive Development Modes of Representation 1. Enactive 2. Iconic 3. Symbolic Bicycle MACOS Social Science Curriculum (1960s) Narrative Thinking