Jerome Bruner Discovery Learning Theory

1. Jerome Bruner
Discovery Learning Theory
Presented By:
Carole Woodard

2. Overview
• Define Discovery learning theoretical term
• Historical background
• Media presentation
• Stages of development
• Categories for knowing
• Current Trends
• Conclusion

3. Objective
• Participants will:
• Construct a definition of discovery learning
• Justify discovery learning theoretical base
• Defend the three stages of learning development
• Evaluate the categories for knowing

4. Disclosure
• It is my intentions to present the idea of adult learning and
development that focus on relationships and categories. The
presentation will use Bruner’s category concept to describe
teaching and learning strategies in which learning occurs. The
theoretical foundation supports the belief that people do age, but
they do not stop learning. Age is recognized and coded in the
presentation with age related periods of life, and age related
examples associated with physical characteristics of age.
• The terms: constructive, constructivism and constructivist are used
interchangeably throughout the presentation

5. Originator: Jerome Bruner
• A constructivist
• A science psychologist
• Contributions to the philosophy of education
• Contributions to the cognitive psychology

6. What is Discovery Learning?
• A constructive theory
• An assumption on how people learn
• A framework that describes how information
is absorbed through senses

7. Discovery Learning Tenants
• Cognitive – A way of thinking about what you see,
touch, taste, hear and smell
• Emotional – A feeling, mood, or sentiment
• Environmental Influence – culture, religion, ethics and
moral
• Prior Experience – familiarity, what has
happened
• Patron-age: an indication of support

8. Two Aspects of Constructivism
1. Cognitive Constructivism
• people construct ideas mentally to
understand
2. Social Constructivism
• Reality is socially and culturally
constructed through human activity
• Lever-age an indication of advantages

9. Historical Development
•In the latter part of the 1940’s and 50’s
studying the cognitive development of children,
Bruner’s research shifted where he began to
criticize the cognitive structure. I categorized
this as the foot-age, because Bruner began to
explore how learners construct knowledge and
the ways learners learned what they know.

10. Influence on Constructive Development
Theorists such as Piaget,
Vygotsky and Tolman
influenced Bruner in the
1960s. Piaget’s theory focused
on growth and Development.
Vygotsky’s expanded on social
and cultural constructivism.
Tolman’s explored the
environment impact on learning.
From the mid 1970s through
today, Bruner’s work has moved
in new directions, leading him to
influence Brooks, Gardner
and Rogoff.
• The pack-age deal, an
indication of tied
together.

11. How is Discovery Learning Defined?
• A teaching and learning model where the
learner mentally, emotionally and physically
engages in the learning process which focus
on active participation and opportunities for
students to learn.
• Man-age: This is an indication of managing
ones own learning.

12. Three Main Attributes of Discovery
1. exploring and problem solving to create,
integrate, and generalize knowledge
2. student driven, interest-based activities in
which the student determines the sequence
and frequency
3. Activities to encourage integration of new
knowledge into the learner’s existing
knowledge base

13. Theoretical Perspective
1) Learning is active rather than passive
2) Learning is process-oriented rather than
content- oriented
3) Failure is important
4) Feedback is necessary
5) Comprehension is deeper
6) Learner centered
•Institutions must offer programs that recognize
what students want. Indication of us-age

14. Video: What students want?

15. Discovery Verse Traditional Chart
The wreck-age
Discovery Learning Traditional Learning
Active learning Passive learning
Process base learning Fact base
Failure viewed as positive Failure viewed as negative
Student guides the learning Teacher guides the learning
Student determines success Teacher determines success

16. Learning Has Evolved
• Potential to learn a vast array of complex skills
because of failure
• Learner can be bias toward certain information and
patterns
• Ability to make and use tools (computers, platforms,
symbols) to support, extend, enhance, and develop
the learner
• Ability to synchronize the learners in a meaningful
way with specific details
• This change indicates a break-age.

17. Stages of Development
*Bond-age
Bond-age

18. Enactive
A person learns about the world through actions
on physical objects and the outcomes of these
actions.

19. Iconic
Learning can be obtained
through the use of models and
pictures.

20. Symbolic
Learner develops the capacity to think in
abstract terms, such as language, numbers
and logic.
Formulas:
please excuse my dear aunt sally

21. What is Categorization?
• A coding system used for mental organization used
to recall facts based on the sense described earlier,
for example, taste, smell, hear or touch.
• Learning stages of development together with the
senses file information in abstract form. Similar to
the ways in which people file folders in a computer
system.
• People respond to knowledge based on the filing
system they construct
• Bagg-age: an indication of collection

22. How Does Categories Facilitate
learning?
• Reduces the complexity of the learning
environment
• Indentifies objects, topics and tasks
• Reduces the need for constant relearning
• Provides direction for activities
• Curiosity feeds natural curiosity of the human
existence
*pass-age indicating a success process

23. Film: Born to Learn
Press play

24. Points of Resistance
– Considered a slow method that rest on
assumptions
– The learning outcome is uncertain
– Challenges authority
– Instigate conflicts because learning is multi-
leveled and multi-dimensional in process
– Mess-age: indicating confusion or
miscommunication

25. Current Trend
The 5E Learning Model
1. Engage (connect prior knowledge)
2. Explore (discover the relationship with new
knowledge
3. Explain (clarify the details for understanding)
4. Elaborate (strategically structure process)
5. Evaluate (assess balance or similarities)
Cover-age: an indication of a process of protection

26. Summary
The mess-age of the theory was written with three
letters related to age. The analogy that you can’t teach
old dog new tricks, is a historical us-age that no longer fit
learners of today. To abolish the customary way towards
teaching and learning required a theoretical pack-age
with particular characteristics to prove learning has
evolved with integration of all ages, regardless of the
pass-age. Age can hinder any person’s freedom,
progress, and development in bond-age, but the learner
must be motivated and continue to man-age the mental
and cognitive bagg-age. Through consistency and
experience of which learners already know, they can
build categories at any age level in education and on the
go.

27. Conclusion
Enactive, iconic, and even symbolic learner will
attest that patron-age over forty is the most
common success. No outward scars or physical
bruises beyond the emotional wreck-age simply
encourage learners to continue the process. The
increase of opportunities for the learner to learn
increases the lever-age by far is the best. By
figuring out the structure of tricks to avoid break-
age with new foot-age to monitor the learning
progress. Cultural learning and social learning
too, are constructivist old patterns as cover-age
and knowledge for you.

28. The End
• Test your knowledge (Pre-assessment) here
• Test your knowledge (Post-assessment) here
• Participants evaluation form here
• Outline here
• Handout here
• Questions? Email me here

29. •
References
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