Abstract Jerome S. Bruner is one of the best known and influential psychologists of the twentieth century. He was one of the key figures in the so-called "cognitive revolution" but it is the field of education that his influence has been profound. Bruner has made numerous contributions to our appreciation of the process of education and to the development of curriculum theory. This paper explores Bruner's accomplishments, philosophy, and specific theories.
Abstract This paper examines how both Jerome Bruner and E.D. Hirsch, Jr. have made significant contributions to the public discourse surrounding education. It looks at how Bruner's "The Process of Education", first published in the 1960s has greatly influenced the development of today's curriculum, and how, in his book, "Cultural Literacy: What Every American Needs to Know". Hirsch argues that the current curriculum fails to provide today's students with the cultural literacy that they need to communicate effectively. It summarizes and analyzes the contribution of both of these authors and their respective works in relation to the field of educational curriculum development.
From the Paper "Bruner notes that when students understand the structure of a subject, they can then relate this information to a large number of other things that may seem unrelated. He uses the structural concept of tropism in biology to make this point. Tropism is simply the involuntary tendency of an organism to orient toward or away from external stimuli. He notes that tropism occurs when the swarm density of locusts is related to temperature, and the movement of insects to different altitudes is related to their preferred oxygen content (thus preventing cross breeding). As such, he notes that understanding the fundamental concept of tropism allows students to understand a large number of phenomena within the biological realm."
Abstract This paper identifies three assumptions on cognitive development that may already be outdated or no longer apply to current developments and discusses propositions that may be accepted in the current period. Moreover, the paper compares and differentiates two great minds in cognitive theory, Bruner and Vygotsky.
From the Paper "There are many ways in which cognitive development can be learned and studied, but I just want to point out three assumptions on children and human nature which might be problematic for educators, specifically early childhood educators. The separation of mind and body: It is usual to think that thinking from feeling and thinking from social interaction is separate. The cognitive becomes attached to the logical, reasoned, rule-governed, and thoughtful; non-cognitive becomes everything else, including the intuitive, the emotional, and the social. We assume that developments on the cognitive side of the fence can be isolated, observed, described and even fostered without direct involvement of non-cognitive processes (Siefert, 2002). Unfortunately, this assumption is far from the fact, that work with children routinely requires attention to the common influence of the cognitive and non-cognitive. Unfortunately, the facts uncovered about this assumption is still being used today and textbooks, research programs and entire academic careers are arranged in such a way."
Abstract This paper discusses how schools will have to offer well-rounded education to successfully prepare the next generations of students to meet a wide variety of experiences and face many different challenges. The paper then looks at studies that recognize that children learn differently and the teacher-lecture approach does not provide the best education for everyone. In addition, the paper explores the philosophy of constructivism that places the emphasis on the learner rather than the teacher and refers to the ideas of Piaget, Roger and Bruner. Furthermore, the paper explains the common learning styles and environmental factors that should be considered when attempting to create the best learning conditions and reviews Gardner's list of intelligences and his approach to a curriculum.
From the Paper "It is now understood that the traditional form of education needs to be changed. First, students will face a completely different environment when they go on their own into a fast-paced and global world. Second, more studies are recognizing that children learn very differently, and the teacher-lecture approach does not provide the best education for everyone. Third, in today's environment, knowledge is the main product for sale. To develop this product, students need a high-quality specialized learning situation. Increasingly, schools will have to offer well-rounded education to successfully prepare the next generations of students to meet a wide variety of experiences and face many different challenges."
Abstract This paper relates that the importance of social interaction as a part of learning has been greatly researched and it has been found that it is a vital part of the learning process. In particular, the paper looks at the elements that are important in social learning settings and examines the theories of psychologists as Jean Piaget, Jerome Bruner and Lev Vygotsky.
From the Paper "Piaget had an idea of a child being a somewhat "lone scientist who creates his or her own sense of the world" (www.newfoundations.com/Gallery/Piaget.html). Piaget believed that the child would interpret (and then act out accordingly) what he faced in his environment. He talked about a process called "internal assimilation". This idea means that until the child develops logic (or understanding) inside of them, they can only base their opinions on what they can see. In this sense, Piaget believed that the child's main source of knowledge and learning came from discovery. He thought that children, in autonomous situations, discover everything from relationships to ideas in classroom situations that involve activities of interest to them. He did state that he believed further understanding was built up step by step through active involvement (or social interaction), which leads one to believe that Piaget probably would agree that social interactions are definitely necessary for learning. "
Abstract This paper discusses the theory and effectiveness of constructivism as the appropriate methodology for facilitating the intellectual development of students.
From the Paper "Piaget's constructivist approach focused on the ontogenesis of causal explanation and it's logical and empirical justification. His theory provided a means of analyzing children's methods of explaining and of justifying their explanations."
Abstract Howard Gardner, a developmental psychologist and neuropsychologist from Harvard University, is best known for his theory of multiple intelligences. This paper examines Howard Gardner's theory, how it relates to cognitive development in middle childhood, and the implications for educators and educational psychologists. The inspiration for this paper originated with a journal article, "Multiple Intelligences in Action", written by Bruce Campbell in the summer of 1992 and published in the same year by "Childhood Education".
From the Paper "Gardner's original research projects culminated in his 1983 book "Frames of Mind". Using the research from his work with children and patients suffering from brain damage, Gardner set out to change the definition of intelligence. In fact, he pluralized the meaning of intelligence from only relating to linguistic and logical abilities, to an array of other abilities. Gardner himself notes that although he himself cannot remember exactly when he decided to name these abilities "intelligences", he does now realize the significance of his word choice."
An argument for the pervasiveness of subjectivity in learning, in terms of the internal, personal experience and its interaction with socially constructed situations.
Abstract Teaching, specifically in the realm of history/social studies, involves at the very least, an interaction between the subjectively constructed worlds of the student, the teacher, the school environment and the larger community. This paper explores the manifestations of subjectivity in education in light of the works of various theorists (Piaget, Vygotsky, Bandura, Dewey, and Bruner) and in terms of social constructivism, from a postmodern point of view.
From the Paper "Teaching history should, of necessity, include a dialogue about the conflicts inherent in relating and using knowledge about the past. Professional historians spend a great deal of time citing the work of others in their monographs in a dialogic manner--the relation of past events is not only a matter of discovery, it is a matter of socially constructed dialogic interpretation, often coupled with fierce disagreement. It is possible to read whole books on the study of the study of history, anthropology, religion, psychology, political studies, and on and on and on. If one cares to pursue it further, there are almost certainly scholarly monographs existing solely to respond to what one theorist said about the study of the study of whichever branch you choose to delve into. "
Abstract This paper attempts to answer the question of what impact
'constructivism' has on teaching in an urban school specifically in relation to the education, training and preparation of leadership in these schools. The paper reviews and examines the available literature in a qualitative research on the impact constructivist leadership has on urban schools.
Outline:
Abstract
Chapter One
Statement of Problem
Statement of Need
Purpose of the Study
Goal of the Study
Research Questions
Hypothesis
Introduction
Constructivist Principles as Stated by J. Bruner Chapter Two
Review of Literature
Detroit Urban Schools and Constructivism - Making Changes
Leadership for Change
Chapter Three
Methodology
Chapter Four
Findings of the Research
Chapter Five
Discussion
From the Paper "This innovation, one member of a family of constructivist teaching and learning approaches, is in keeping with recommendations by the American Association for the Advancement of Science (AAAS) and the National Research Council (NRC). Currently, we are involved in a reform effort in collaboration with the Detroit Public Schools' Urban Systemic Program in Science and Mathematics and the Center for Learning Technologies in Urban Schools, both supported by the National Science Foundation (NSF). The goal is to make inquiry-based science supported by pervasive technology tools the basis for all middle school science in the district." (Krajcik, et al, nd) According to Krajcik, et al "What students learn and how they engage in inquiry supported by technology are important to understand in order to promote science education reform. Some might argue that widespread enactment of a project-based curriculum in urban settings is not possible because students are not likely to have the skills to engage productively in the process." (nd)
Stated by the Center for Highly Interactive Computing in Education is that their work "is rooted in an inquiry pedagogy that is consistent with constructivist ideas (Blumenfeld, et. al, 1991). The presumption is that students need opportunities to construct knowledge by solving real problems through asking and refining questions, designing and conducting investigations, gathering, analyzing, and interpreting information and data, drawing conclusions, and reporting findings." (Ibid) "
Tags: education, training, preparation, schools, principal, students
Abstract This paper focuses on mathematical achievement in African-American boys versus their white counterparts. It addresses risk factors such as family income, mother's education, single-parent households and a non-English primary language. The paper discusses the works of theorists Lev Vygotsky, Jerome Bruner and John Dewey regarding this issue.
Table of Contents:
Objective
Introduction
Theoretical Framework
Limitations
Literature Review
Summary of The Literature Reviewed
From the Paper "The African American male was not expected to achieve in educational areas of management and accounting studies evidenced in the statement related in the work of Dantley and Leonard (2006) who states that a participant related that: "I only indulged myself in my studies to the degree that I was satisfied that I could do math up to multiplication and division of fractions and decimals and it was good enough for me for what was I going to do. I wasn't going to be doing any math. To be a laborer, all it's going to require is to run a piece of machinery." (p. 42) additionally a participant stated: "We don't have no industry out there and the industry that is out there, they're not targeting the Black community and saying, "If you go and get more math, then I can guarantee you this." (p. 45) and finally: "I have hopes. My expectation is that (my son) will graduate from high school. If he doesn't, it's no big deal...My expectation for him is to probably be no worse than I was. Just to pass." (p.46) (Dantley and Leonard, 2006)"
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
Abstract This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper "In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
Abstract In this paper, the writer first discusses Jerome Bruner's theory of discovery learning where students interact with the world around them by wrestling with topics, manipulating objects and doing experiments in order to learn things. The writer then turns to John Dewey's approach of project-based learning where students design their own projects to learn about a topic. Finally, the writer explains the benefits of David Ausubel's advanced organizer that highlights important information and causes students to look for that information. The writer points out that a variety of instructional methods must be used in an effort for all students to thrive and understand the information presented.
From the Paper "Discovery learning is a theory begun by Jerome Bruner and is an approach where students interact with the world around them by wrestling with topics, manipulating objects, and doing experiments in order to learn things. "The idea is that students are more likely to remember concepts they discover on their own" (Conway). However, key to discovery learning is that students do have background knowledge of their subject already. Teachers also find that structured experiences result in much more learning. This method would involve taking field trips to meander around famous places. However, in today's world, virtual field trips would also work really well."
Tags: teaching, experiments, projects, charts, information
