7 Implications Of Bruner’s Learning Theory On Teaching

The implication of Bruner’s learning theory on teaching

This post explores the implications of Jerome Bruner’s learning theory for teaching practices. It begins with a brief overview of his theory and concludes with specific implications for teaching.

Theoretical Background of Bruner’s Theory

Jerome Bruner’s theory is rooted in cognitive psychology and constructivist principles, influenced by Jean Piaget and Lev Vygotsky. It emphasizes that learning is an active process where learners construct new knowledge based on their existing knowledge and experiences.

Key concepts include scaffolding, where knowledgeable individuals provide temporary support to help learners achieve higher understanding, and the spiral curriculum, which revisits complex ideas over time to deepen comprehension.

Bruner also stresses the importance of intrinsic motivation, arguing that meaningful and relevant learning engages learners more effectively. His framework combines cognitive development, constructivism, and social learning principles.

A Summary of Jerome Bruner’s Theory

Jerome Bruner’s theory is highly influential and has direct implications for teaching practices. The main ideas of the theory can be summarized as follows:

• Learning is an active process: Learners select and transform information.
• Decision-making and hypothesis testing: Learners make appropriate decisions, postulate hypotheses, and test their effectiveness.
• Utilizing prior experience: Learners use prior experience to fit new information into pre-existing structures.
• Scaffolding: Able peers or adults offer support for learning, which becomes less frequent as it becomes unnecessary.
• Intellectual development stages:
  • Enactive stage: Learning through actions.
  • Iconic stage: Use of pictures or models.
  • Symbolic stage: Development of the ability to think in abstract terms.
• Spiral curriculum: A curriculum should revisit basic ideas, building on them until the student grasps the full formal concept.
• Intrinsic vs. extrinsic motivation: While extrinsic motivation may work in the short run, intrinsic motivation has more lasting value.

Implications for the Learning Process

Bruner’s learning theory has direct implications for teaching practices. Here are some of these implications:

1. Instruction must be appropriate to the level of the learners:
   • Being aware of learners’ learning modes (enactive, iconic, symbolic) will help you plan and prepare appropriate materials according to the difficulty that matches the learners’ level.
2. Revisiting material to enhance knowledge:
   • Building on pre-taught ideas to grasp the full formal concept is of paramount importance. Re-introduce vocabulary, grammar points, and other topics regularly to push students toward deeper comprehension and longer retention.
3. Sequential presentation of material:
   • Give learners the opportunity to:
     • Acquire and construct knowledge.
     • Transform and transfer their learning.
4. Involvement in using prior experiences:
   • Encourage students to use their prior experiences and structures to learn new knowledge.
5. Categorization of new information:
   • Help students categorize new information to see similarities and differences between items.
6. Scaffolding knowledge:
   • Assist learners in building their knowledge, gradually reducing this assistance as it becomes unnecessary.
7. Providing feedback for intrinsic motivation:
   • Provide feedback that fosters intrinsic motivation. Grades and competition are not as helpful in the learning process. Bruner states that learners must “experience success and failure not as reward and punishment, but as information” (Bruner 1961, p. 26).

Recommended Reading on Bruner’s Theory

• The Process of Education
• Actual Minds, Possible Worlds (The Jerusalem-Harvard Lectures)
• The Culture of Education
• Toward a Theory of Instruction (Belknap Press)
• On Knowing: Essays for the Left Hand, Second Edition
• Relevance Of Education

Conclusion

Jerome Bruner’s learning theory emphasizes the importance of active learning, scaffolding, and intrinsic motivation. By applying these principles, teachers can create more effective and engaging learning environments. Understanding and using Bruner’s ideas can lead to more profound and lasting educational outcomes.

References

• Bruner, J. S. (196 1). “The Act of Discovery.” Harvard Educational Review 31: 21-32.

More Related Pages:

• Differentiated Instruction: Meeting the Diverse Needs of Learners
• Effective Lesson Planning For English Language Classrooms