Brunner
has made positive contributions in Constructivism to education. His constructivist theory that learning is an
active process, whereby students learn best by constructing new ideas and
building new schemas based upon current and past knowledge (Hein, 1991). This process is called cognitive which has a
cultural and social aspects on rewards and punishments, and students’
motivation to learn the content. Programs across the country who use this model
of education feel that the constructivist theory to encourage students and
train teachers to discover principles on their own, using the knowledge they
already have to embrace information (Mos, 2003). This implies that learning is
not about simply being exposed to new information but is an active process
whereby learners examine, code, decode, and interpret new concepts and ideas.
Learners select and transform information, construct “hypotheses,” and rely on
cognitive structures to build and refine their schemas (Kever, 2003; Mos,
2003).
According
to Bruner he emphasizes that people interpret their world through the
similarities and differences between objects and events. Secondly Bruner
believes that learners will compare new ideas to the ones they already have and
learn through the similarities and differences. Finally, Bruner believes that a person’s
socio-cultural background and situation play a highly important role in
dictating what sorts of information that person will learn, as well as forming
the cognitive processes that person uses to build and use schemas (Kever, 2003).
Knowing
what we know about Bruner’s constructive process that social-cultural
background and situation is also recognizing that people learn differently from
different cultures. Bruner’s
constructivist instruction theory consist of four important points of the
Constructivist Education Theory. Bruner’s first point in the learning process
is, students’ predisposition towards learning, second point on how to structure
knowledge that it can be most readily understood by the learner, third point is
the most effective sequence in which to present material, and the fourth point
is the nature and pacing of motivational rewards and punishments. Instructors
should encourage students to discover the principles of the lesson themselves,
primarily by engaging in active dialogue with the instructor and other students
(Mos, 2003).
Educational
design models for Bruner’s constructivist theory have common issues in the
design process. These issues include in
choosing what would be the best methods for teaching, learning and provide
assessments. The second issue is
creating the learning environment. The third issue is integrating students’
experience into various course elements (Bines, 1992a). Educational models will consider using the constructivist
theory to find and match educational needs with socio-culturally groups of students.
“Integrating
educational technology is the process of determining which electronic tools and
which methods for implementing them are appropriate for given classroom
situation and problems (M.D.Roblyer, 2002).” The integration of technology in Constructivism
has the ability to foster creativity, increase transfer of knowledge to problem
solving, and foster group cooperation. Bruner’s theory on constructivism
consists of how people’s environments and cultures play key roles in their
cognitive development relating to education and the integration of technology.
References:
Bines, H. (1992a). Course Delivery and Assessment. In
Developing Professional Education
(pp. 57-92). Oxford: SRHE and Open University Press.
Hein, G. E. (1991, 15-22 October). Constructivist Learning
Theory. Paper presented at the CECA (International Committee of Museum
Educators) Conference, Jerusalem Israel.
Kever, S. (2003, Mon Mar 3 6:59:24 US/Pacific 2003).
Constructivist Classroom: An Internet Hotlist on Constructivist Class.
Retrieved 22 January, 2004, from http://www.kn.pacbell.com/wired/fil/pages/listconstrucsa1.html
Mos, L. (2003). Jerome Bruner: Language, Culture, Self.
Canadian Psychology, 44(1), 77-83.
Pagán, Brian – (2006) PsycEXTRA Dataset –Positive
Contributions of Constructivism to Educational Design https://ejop.psychopen.eu/index.php/ejop/article/view/318/html
Roblyer, M.D. (2002).” Learning Theories & Technology
Integration
https://studylib.net/doc/9828725/learning-theories-and-technology-integration
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