Interactional Theories of Cognitive Development

Jerome Bruner and Lev Vygosky

Bruners Main Concepts

3 Modes of representation Discovery Learning Inquiry Teaching Spiral Curriculum

Principals of Instruction stated by Bruner:

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 fill in the gaps (going beyond the information given)

Three Modes of Representation

any subject can be taught effectively in some intellectually honest form to any child at any stage of development (Bruner 1960)

Three modes of Representation

Bruners theory of how children construct knowledge

In the early years , young children rely upon enactive modes to learn. During the next stage of childhood years, iconic representation normally becomes dominant. Around adolescence the symbolic mode of learning becomes most dominant.

Developmental growth involves mastering each of the increasingly more complex modes.

Inside Out
Acquiring enactive, iconic, and symbolic modes of representation in that order

enactive

symbolic

iconic

Know your learner

To determine the best course of instruction you must know the learners prior knowledge. Ask: Are they capable of symbolically representing the new material? If no, you should develop instruction that follows an enactive to iconic to symbolic sequence.

Instructional Implications
Symbolic representation is likely to be used for learning something new in a familiar topic Enactive or Iconic representation may be used when encountering unfamiliar material

Implementing the 3 modes into instruction.

Learn about dinosaurs using all three modes: Students construct models of dinosaurs (enactive) Watch a film about , or involving dinosaurs (iconic) Consult reference texts and then discuss their findings (symbolic)

Spiral Curriculum Implications for instruction:

Instruction should be organized in a simple-to-complex, general-to-detailed, abstract-to-concrete manner. Students should master certain prerequisite knowledge and skills first in order for the student to develop from simple to more complex lessons.

Task of Instructor:
Translate information to be learned into a format appropriate to the learners current state of understanding. Organize curriculum in a spiral manner Revisit the curriculum by teaching the same contenct in different ways depending on the students developmental levels. Match instruction to the learners cognitive capabilities.

Discovery Learning
Obtaining knowledge for oneself discovery learning method is really a planned and/ or guided execution of trial and error learning.

Which of the following techniques would be least characteristic of Discovery Learning?

a) Permitting mistakes b) Allowing students to ask questions c) Introducing disturbing data d) Stating behavioral objectives

Principles of Discovery Learning

Top-down: start with complex problem and work out or discover basic skills to solve Cooperative learning Experimentation Open-ended problems Learn on own through active involvement with concepts and principles

Is Discovery Learning inductive or deductive?

Inductive Teacher: Here is some data. What questions arise? Deductive Teacher: Here is the rule. Here are some examples. Do them and reinforce your understanding of the rule. A more teacher-centered approach

A more student-centered approach

Advantages of Discovery Learning

A sense of independence and autonomy Responsibility for their own mistakes and results Learning as most adults learn on the job and in real life situations A reason to record their procedures and discoveries Development of problem solving and creative skills Finding new and interesting avenues of information and learning

Discovery Learning vs. Inquiry Learning

Students are provided with data Students question the teacher to ascertain the particular principle hidden in the lesson objective The goal is for students to develop their own strategies to manipulate and process information

Applications for Instruction

Encourage independence in early school career Encourage students to solve problems on their own or in groups Learning should be flexible and exploratory Arouse childrens curiosity Minimize risk of failure Relevant learning Return to important concepts

Instructors role in the discovery learning method

A definite task for the learner Willingness to allow the learner to work out a problem herself Mistakes must be allowed Time and materials to attempt the task a second, third, or even fourth time Limited assistance and guidance Encouragement when failure occurs A planned method of recording procedures and discoveries for children

Discovery Learning Examples

Elementary School use guided discovery to help children learn animal groups ( mammals, birds, reptiles)

High School use discovery learning to discover the elements of mystery liquids

Aids to Teaching for Discovery Learning

Not merely for enrichment Teaching aids give students the opportunity for vicarious and direct experience of events
1. 2. 3. 4. 5. Devices for vicarious experience = Manipulatives Model Devices Sequential programs Dramatasizing devices Automatizind devices = comuters, computer programs

Examples of Teaching Aids

Blocks Tangrams Cuisenaire rods Base ten blocks TV Videos Computers Beans Coins

References
Constructivist Theory: J.Bruner. (n.d.). Retrieved on October 1, 2002, from http://tip.psychology.org/bruner.html Driscoll, M.P. (2000) Interactional theories of cognitive development. In Psychology of learning for instruction (2nd ed., pp.218-255) Needham Heights, MA: A Pearson Education Company. Hollyman, D. (n.d.). Jerome Bruner. Retrieved on October 7, 2002, from

http://au.geocities.com/vanunoo/Humannature/bruner.html
KiteCD. (n.d.). Discovery learning. Retrieved October 4, 2002, from http://members.aol.com/KiteCD2/artcl_disclearn.htm
Krisinsdottir, S. B. (2001). Jerome Bruner. Retrieved on October 4, 2002, from http://starfolk.khi.is/solrunb/jbruner.htm_3.htm

Lawrence, T. (1998) An examination of cognitivism: The psychology of knowledge and strategies. Retrieved on October 4, 2002, from http://www.duq.edu/~tomei/ed711psy/c_bruner.htm

References
Smith, M.K. (2002) Jerome S. Bruner and the process of education, The encyclopedia of informal education. Retrieved on July 14, 2002, from http://www.infed.org/thikers/bruner.htm Spiral Curriculum. (n.d.). Retrieved October 4, 2002, from http://www.harmonyowls.org/SPIRAL/spiral_curriculum.htm