BRUNER’S CONSTRUCTIVIST 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.
The learner selects and transforms information, constructs hypotheses, and makes decisions,
relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models)
provides meaning and organization to experiences and allows the individual to “go beyond
the information given”.

As far as instruction is concerned, the instructor should try and encourage students to
discover principles by themselves. The teacher and student should engage in an active
dialog (i.e., socratic learning). The task of the instructor is to translate information to be
learned into a format appropriate to the learner’s current state of understanding.
Curriculum should be organized in a spiral manner so that the student continually builds
upon what they have already learned.

Bruner’s main Concepts of Constructivism

Jerome Bruner shared his main concepts of Constructivist Theory which include
representation of knowledge, theory of instruction and categorization. Furthermore, the
principles and utilization of spiral curriculum as well as discovery learner were expounded
by Bruner.

Main Concept of
Constructivist Theory
Spiral Curriculum (Bruner) Discovery Learning

Knowledge Theory of Instruction Categorization

Representations

Enactive Predisposition to learn

Identity categories

Iconic Structure of Knowledge

Equivalent categories

Symbolic Effective Sequencing

Coding categories

Reinforcement
REPRESENTATIONS

Bruner suggested the ability to represent knowledge in three stages:

1. Enactive Representation – Children learn about the world through actions on

physical objects and the outcomes of these actions. Children represent objects in
terms of their immediate sensation of them. They are represented in the muscles and
involve motor responses, or ways to manipulate the environment.
2. Iconic Representation. This second stage is when learning can be obtained using
models and pictures. The learner can now use mental images to stand for certain
objects or events.
3. Symbolic Representation. In third stage, the learner has developed the ability to think
in abstract terms. This uses symbol system to code knowledge. The most common
symbol systems are language and mathematical notations.

THEORY of INSTRUCTION

Bruner (1966) states that a theory of instruction should address four major aspects:

1. Predisposition towards learning. He introduced the ideas of “readiness for learning”.

He also believed that any subject could be taught at any stage of development in a
way that fits the child’s cognitive abilities (teaching spirally). Likewise, motivational,
cultural and personal factors contribute for the students to develop a love for
learning, in general.
2. Structure of knowledge. This refers to the ways in which a body of knowledge can be
structured so that it can be most readily grasped by the learner. Structure refers to
relationships among factual elements and techniques (categorization).
3. Effective sequencing. No one sequencing will fit every leaner, but in general, the
lesson can be presented in increasing difficulty. Sequencing, or lack of it, can make
learning easier or more difficult. Spiral curriculum refers to the idea of revisiting
basic ideas over and over, building upon them and elaborating to the level of full
understanding and mastery.
4. Reinforcement. Rewards and punishments should be selected and paced
appropriately . Bruner investigated motivation for learning. He felt that ideally,
interest in the subject matter is the best stimulus for learning.
CATEGORIZATION

Bruner gave much attention to categorization of information in the construction of

internal cognitive maps. He believed that perception, conceptualization, learning and
decision making all involved categorization. Categories are rules that specify four
things about objects. The four things are discussed below:
1. Criterial attributes- required characteristics for inclusion of an object in a category.
2. The second rule prescribes how the criteria attributes are combined.
3. The third rule assigns the weight to various properties.
4. The fourth rule sets the acceptance limits or attributes. Some attributes can vary
widely, such as color.

Kinds of Categories
1. Identity categories- include objects based on their attributes / features
2. Equivalent categories- provide rules for combining categories
3. Coding system- serves to recognize sensory input

SPIRAL CURRICULUM

Bruner stressed that teaching should always lead to boosting cognitive development.
Students will NOT understand the concept if teachers plan to teach it using only
teacher’s level of understanding. Instruction needs to be anchored on the learner’s
cognitive abilities. The task of the teacher, then, is to translate information to be
learned into a format appropriate to the learner’s current state of understanding.
Curriculum should be organized in a spiral manner so that the student continually
builds upon what they have already mastered.

In a spiral curriculum, teachers must revisit the curriculum by teaching the same
content in different ways depending on students’ developmental levels. This is why
certain topics are initially presented in grade school in a manner appropriate for
grade schoolers, then the same topic is tackled in high school, but on a much deeper
level.

In the K to 12 curriculum, the spiral progression is a mandate. Section 5 (g),

Curriculum Development of RA 10533 states that “the curriculum shall use spiral
progression approach to ensure mastery of knowledge and skills after each level. So,
in the spiral; progression approach, concepts are revisited again and again as you go
up to various grade levels. This supports mastery of concepts.
Discovery learning

It refers to obtaining knowledge for oneself. The teacher plans and arranges activities
in such a way that students search, manipulate, explore and investigate. Students
learn new knowledge relevant to the domain and such general problem solving skills
as formulating rules, testing and gathering information. Most discovery does not
happen by chance. Students require background preparation. Once students possess
prerequisite knowledge, careful structuring of material allows them to discover
important principles.