Module 13: Bruner's Constructivist Theory
Learning Outcomes::
• Understanding the Development of Knowledge Representation
• Exploring the Spiral Curriculum
Introduction
Jerome Bruner was one of the first proponents of constructivism. A major theme in the theory of Bruner is that
learning is an active process in which learners construct new ideas or concepts based on their current/past knowledge.
Advance Organizer
Representation
Bruner suggested the ability to represent knowledge in three stages. These three stages
also become the three ways to knowledge knowledge.
Bruner's Stages of Knowledge Representation
1. Enactive Representation
Age: Early Childhood
Learning through actions on physical objects.
Knowledge is represented through muscle sensations and motor responses.
Example: Riding a bicycle, tying a knot, tasting an apple.
2. Iconic Representation
Age: Preschool to Early Primary
Use of models and pictures to represent knowledge.
Learners develop mental images to stand for objects/events.
Example: Recognizing snowcapped mountains in different seasons.
3. Symbolic Representation
Age: Later Childhood to Adolescence
Ability to think abstractly using symbols.
Common symbol systems include language and mathematical notation.
Spiral Curriculum
In spiral curriculum, teacher must revisit the curriculum by teaching the same content in different ways depending on
student's developmental learning.
Teaching enhances cognitive development.
Instruction must be tailored to the learner's understanding.
Curriculum is organized in a spiral manner allowing repeated exposure to concepts.
Application of Spiral Curriculum
Bruner’s Principles of Instruction
1. Readiness - Instruction must align with student experiences and contexts.
2. Spiral Organization - Structure lessons for easy understanding.
3. Going beyond the information given - Encourage students to go beyond the information given.
Discovery Learning
Discovery Learning refers to obtaining knowledge for oneself.
The teacher plans and arranges activities in such a way that students search, manipulate, explore and investigate.
Students require background preparation. Once students possess prerequisite knowledge, careful structuring
material allows them to discover important principles.
Classroom Example:
Elementary School: Guided discovery of animal groups by classifying based on similarities/differences.
High School: Chemistry teacher uses “mystery” liquids for students to determine contents through
experimentation.
Major Aspects of Bruner's Theory of Instruction
1. Predisposition to Learn – Emphasizes readiness and motivation
2. Structure of Knowledge - Knowledge must be structured and comprehensible.
3. Effective Sequencing - Lessons presented in increasing difficulty.
4. Reinforcement - Motivation should stem from interest in the subject matter rather than external goals.
Categorization
Bruner gave much attention to categorization of information in the construction of internal cognitive maps. He
believed that perception, conceptualization, learning, decision making and making inferences all involved categorization.
Four Rules in Categorization
1. Criterial Attributes – required characteristics for inclusion of an object in a category
2. Prescribe how the criterial attributes are combined
3. Assigns weight to various properties
4. Sets acceptance limits on attributes
Types of Categories
1. Identity Categories – categories include objects based on their attributes or features
2. Equivalent Categories – Equivalence can be determined by affective criteria, based on related functions or by
formal criteria
3. Coding Systems – are categories that serves to recognize sensory input. They are major organizational variables
in higher cognitive function.
