Reporting-in-EDUC-8.pptx
- 2. Objectives •Explain the individuals ability and development to represent knowledge. •Differentiate and discuss the kinds of categories of identity, equivalent and coding. •Explain how spiral curriculum works.
- 3. Constructivism is an epistemological belief about what “knowing” is and how one “come to know”. Bruner’s theory on constructivism encompasses the idea of learning as an active process wherein those learning are able to form new ideas based on what their current knowledge is as well as their past knowledge.
- 4. Jerome Seymour Bruner - one of the first proponents of constructivism. - He believed that the students learn a subject through many ways and using different activities. - Proposed the idea of spiral curriculum. - Bruner felt that teacher should: - Encourage students participation through exploration and inquiry. - Encourage self-exploration of topics. - Translate information to be learned into a form appropriate for the students level of understanding.
- 5. Constructivism reject the notion that: 1. Knowledge is an identifiable entity with absolute truth value, 2. Meaning can be passed on the learners via symbols or transmission, 3. Learners can incorporate exact copies of teacher’s understanding for their own use
- 6. Bruner’s Constructivist Theory (Main Concept) Theory of Instruction Representation of Knowledge Discovery Learning Spiral curriculum Effective Sequencing Structure of Knowledge Predisposition To Learn Reinforcement Categorization Theory of Instruction Theory of Instruction Theory of Instruction
- 8. A.Representation 1.Enactive representation – at the earliest ages, children learn about the world through actions on physical objects and outcomes of sensation of them. 2.Iconic representation – Learning can be obtained through using models and pictures. 3.Symbolic representation – the learner has developed the ability to think in abstract terms. Example: Mathematical notation.
- 9. B. Spiral Curriculum Bruner’s stressed that curriculum should be organized in spiral manner so that the student continually builds upon what they already learned.
- 11. C. Discovery Learning Students learn new knowledge relevant to the domains and such general problem-solving skills as formulating rules, testing and gathering information. Learning becomes more meaningful when students explore their learning environment rather than listen passively to teachers.
- 12. Theory of Instruction 1. Predisposition to learn – Bruner believed that any subject could be taught at any stage of development in a way that fits the child’s cognitive abilities. 2. Structure of knowledge- this refers the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner. 3. Effective sequencing- lesson can be presented in increasing difficulty. Sequencing can make learning easier or more difficult. (Ex. Spiral curriculum).
- 13. 4. Reinforcement- rewards and punishments should be selected and paced appropriately. He felt that ideally, interest in the subject matter is the best stimulus for learning.
- 14. Categorization Bruner believed that perception, conceptualization, learning, decision making and making inferences all involved categorization. Categories are rules that specify four things about objects.
- 15. Categorization The four things are given below: 1. Criterial attributes- required characteristics for inclusion of an object in a category. 2. The second rule prescribes how the criterial attributes are combined. 3. The third rule assigns weight to various properties. 4. The fourth rule sets acceptance limits on attributes.
- 16. Equivalent categories- provide rules for combining categories. Ex. Car, truck, van, could all be combined in an inclusive category called ‘motor vehicle’. Coding systems are categories that serve to recognize sensory input. identity categories- categories include objects based on their attributes or features. Several kinds of categories:
- 17. “Learning is an active process in which learners construct new ideas or concepts based upon their current or past knowledge”. -major theme in the theoretical framework of Bruner.
- 19. David Paul Ausubel October 25, 1918 – July 9, 2008 He was an American psychologist born in New York. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning, was on the development and research on advance organizers.
- 20. Ausubel’s theory
- 21. Its theme is that knowledge is hierarchically organized, that new information is meaningful to the extend that is can be related to what is already known. Is about how individuals learn large amounts of meaningful material from verbal/ textual presentations in a school setting. Proposed the use of advance
- 22. Factors influencing learning: Quantity Clarity Organization of the learners present knowledge Cognitive structure Focus of Ausubel’s theory
- 23. Advance organizers Allow learners to have “birds eye view” to see “ big picture” Subsumption A process by which new materials is related to relevant ideas in existing cognitive structure.
- 24. Processes of meaningful learning Derivation subsumption - New information you learn is an example of a concept that you’re already learned. Correlation subsumption - Closely connected Superordinate learning - The learner already knew a lot of examples of the concept but did not know the concept itself until it was taught to her. Combinatorial learning - Newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts.
- 25. Advance organizers Benefits of advance organizers Find more easier to connect new information with what you already know about the topic Can easily see how the concepts in a certain topic are related to each other
- 26. Skimming Done by looking over the new material to gain a basic overview Graphic organizer Visuals to set up or outline the new information Expository Describes the new content Narrative Presents the new information in the form of a story to students Types of advances organizers
- 27. Instructional material must integrate new material with previously presented information through COMPARISONS & CROSS- REFERENCING of new ideas and old ideas. Most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity. Progressive differentiation
- 28. THANK YOU!!
- 29. Prepared by: John Eric Dalumpenes John Bel Sambayan Kristine Gille Nepumoceno Shiela Felonia Edmon Sano BSED 3-B