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PROFED 6: The Teacher and The School Curriculum

Jerome Seymour Bruner was an American psychologist who made significant contributions to cognitive psychology and learning theory. He proposed that learning is an active process where people construct their own understanding of reality through experiences and reflections. According to Bruner, learning involves asking questions, exploring concepts, and assessing one's knowledge to develop new understandings beyond just memorization. He advocated for instructional methods that prompt self-directed learning, collaborative work, and incorporating students' prior knowledge and experiences into the learning process.

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Jerome Balatbat
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29 views12 pages

PROFED 6: The Teacher and The School Curriculum

Jerome Seymour Bruner was an American psychologist who made significant contributions to cognitive psychology and learning theory. He proposed that learning is an active process where people construct their own understanding of reality through experiences and reflections. According to Bruner, learning involves asking questions, exploring concepts, and assessing one's knowledge to develop new understandings beyond just memorization. He advocated for instructional methods that prompt self-directed learning, collaborative work, and incorporating students' prior knowledge and experiences into the learning process.

Uploaded by

Jerome Balatbat
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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PROFED 6: The Teacher and the School Curriculum

in curriculum

Presented by:
Mampusti, John Mark B.
Pamplona, Carla Mae
Let’s talk about
first to WHO!

Who’s the
Jerome Seymour
Bruner
(October 1, 1915 – June 5, 2016)

An American psychologist who


made significant contributions to
human cognitive psychology and
cognitive learning theory in
educational psychology.
Learning is an active, constructive process. People actively construct or create their
own subjective representations of objective reality.
LET’S TALK ABOUT WHAT!
 It says that people and
knowledge of the world, through experiencing things and
reflecting on those experiences.
 Is a learning theory found in psychology which explains
how people might acquire knowledge and learn.
 Emphasis is placed on agency and prior "knowing" and
experience of the learner, which is often determined by
their social and cultural contexts environment

 In any case, we are active creators of our own


knowledge. To do this, we must ask questions, explore,
and assess what we know.
 The outcome of cognitive development is thinking. The
"generic coding
systems that permit one to go beyond the data to new and
possibly fruitful predictions" (Bruner, 1957, p. 234).

 So, to Bruner, important outcomes of learning include not


just the concepts, categories, and problem-solving
procedures invented previously by the culture, but also
 prompt students to formulate their own questions (inquiry)

 allow multiple interpretations and expressions of learning


(multiple intelligences)
 encourage group work and the use of peers as resources
(collaborative learning)

upon which knowledge is etched.


They come to learning situations with already formulated
knowledge, ideas, and understandings. This previous
knowledge is the raw material for the new knowledge they will
create.
LET’S TALK ABOUT HOW!
All genuine learners are active ,
not passive. It involves the use of
mind, not just memory. It is a
process of discovery, in which the
student is the main agent not the
teacher.
Mortimer Adler

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