Sanjev Dhakal's Blog

<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">Theory
of concept Learning<b><o:p></o:p></b></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Jerome Bruners develop the theory of concept
learning. This theory is related to cognitivist principle. </span><span style="font-size: 12pt; line-height: 115%;">The main ideas of the theory can be
summarized as follows:</span><span style="font-size: 12pt; line-height: 115%;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">i)
Learning is an active process. Learners select and transform information.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">ii)
Learners make appropriate decisions, postulate hypotheses, and test their
effectiveness.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">iii)
Learners use prior experience to fit new information into the pre-existing
structures.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 12.0pt;">iv) </span><span style="font-size: 12pt;">Scaffolding is the process through which able peers or
adults offer supports for learning. This assistance becomes gradually less
frequent as it becomes unnecessary.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">v)
The intellectual development includes three stages. The <b>enactive</b> (learning
through action) stage, which refers to learning through actions. The <b>iconic</b> stage,
which refers to the learner's use of pictures or models.  The <b>symbolic</b> stage
refers to the development of the ability to think in abstract terms.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">vi)
The notion of spiral curriculum states that a curriculum should revisit
basic ideas, building on them until the student grasps the full formal concept.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">vii)
Although extrinsic <a href="https://www.blogger.com/null" name="_GoBack"></a>motivation may work in the short run,
intrinsic motivation has more value<o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 12pt;">viii) it has constructivist nature</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 12pt;">ix) Bruner focused on acquiring
knowledge through discovery</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 12pt;">x) According to him concepts,
principles, and ideas are to be discovered and not present and understood.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<b><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;">Bruner's
important ideas are as below:<o:p></o:p></span></span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="font-size: 12pt; line-height: 115%;">1) Learning through discovery:</span></b><span style="font-size: 12pt; line-height: 115%;">  Learning will be meaningful, useful and
memorable for students if they focused on understanding the structure of
subject matter. In order to get structure of information students must be
active. They must identify key principles for themselves rather than simply
accept teacher's explanation. This process has been called discovery learning.
Teachers should give examples in the classroom students should discover the
interrelationship.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="font-size: 12pt; line-height: 115%;">2) Intuitive thinking</span></b><span style="font-size: 12pt; line-height: 115%;">:
Based on certain questions asked by the teacher, the students formulate some
hypothesis or make guesses. They could check their guesses through systematic
research.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="font-size: 12pt; line-height: 115%;">3) Guided discovery: </span></b><span style="font-size: 12pt; line-height: 115%;">In
discovery students work largely on his or her own but in guided discovery the
teacher provides some direction. Unguided discovery is appropriate for
preschool children but not in secondary level. Guided discovery is preferred.
Students are presented with interesting questions or interesting problems.<b><o:p></o:p></b></span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="font-size: 12pt; line-height: 115%;">      </span></b><span style="font-size: 12pt; line-height: 115%;">T</span><span style="font-size: 12pt; line-height: 115%;">he teacher provide appropriate
materials, encourage students to make observation, form hypotheses and do
experiments, instead of explaining how to solve the problem. by using examples
as well as non-examples the teacher help students to attain concept.<b><o:p></o:p></b></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-outline-level: 2; text-align: justify; vertical-align: baseline;">
<b><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Principles of Bruner's theory <o:p></o:p></span></span></b></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="background: white; line-height: 12.75pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo2; tab-stops: list .5in;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Instruction must be concerned with the experiences and
     contexts that make the student willing and able to learn (readiness).<o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: 12.75pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo2; tab-stops: list .5in;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Instruction must be structured so that it can be easily
     grasped by the student (spiral organization).<o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: 12.75pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo2; tab-stops: list .5in;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Instruction should be designed to facilitate
     extrapolation and or fill in the gaps (going beyond the information
     given).<o:p></o:p></span></span></li>
</ol>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-outline-level: 2; text-align: justify; vertical-align: baseline;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="font-size: 12pt;">Implications on the learning process</span></b><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify; vertical-align: baseline;">
<span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Bruner’s
learning theory has direct implications on the teaching practices. Here are
some of these implications:<o:p></o:p></span></span></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l1 level1 lfo1; tab-stops: list .5in; text-align: justify; vertical-align: baseline;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Instruction
     must be appropriate to the level of the learners. For example, being aware
     of the learners’ learning modes (enactive, iconic, and symbolic) will help
     you plan and prepare appropriate materials for instruction according to
     the difficulty that matches learners’ level.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l1 level1 lfo1; tab-stops: list .5in; text-align: justify; vertical-align: baseline;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">The
     teachers must revisit material to enhance knowledge. Building on
     pre-taught ideas to grasp the full formal concept is of paramount
     importance according to Bruner. Feel free to re-introduce vocabulary,
     grammar points, and other topics now and then in order to push the
     students to a deeper comprehension and longer retention.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l1 level1 lfo1; tab-stops: list .5in; text-align: justify; vertical-align: baseline;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Material
     must present in a sequence giving the learners the opportunity to: 1)
     acquire and construct knowledge, and 2) transform and transfer his
     learning.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l1 level1 lfo1; tab-stops: list .5in; text-align: justify; vertical-align: baseline;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Students
     should be involved in using their prior experiences and structures to
     learn new knowledge.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l1 level1 lfo1; tab-stops: list .5in; text-align: justify; vertical-align: baseline;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Help
     students to categorize new information in order to able to see
     similarities and differences between items.<o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: 17.85pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l1 level1 lfo1; tab-stops: list .5in; text-align: justify; vertical-align: baseline;"><span style="font-size: 12pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Teachers
     should assist learners in building their knowledge. This assistance should
     fade away as it becomes unnecessary.<o:p></o:p></span></span></li>
</ol>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 12pt; line-height: 115%;">Teachers should provide feedback
that is directed towards intrinsic motivation. Grades and competition are not
helpful in the learning process. Bruner states that learners must “experience
success and failure not as reward and punishment, but as information”<b>  </b></span><b><span style="font-size: 12pt; line-height: 115%;"><o:p></o:p></span></b></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<br />
<div class="MsoNormal">
<br /></div>

Theory of concept Learning (Jerome Burners)

Theory of concept Learning Jerome Bruners develop the theory of concept learning. This theory is related to cognitivist principle. The ma...

Theory of concept Learning (Jerome Burners)

Popular Posts

Blog Archive