Paula Mason Social Learning Theory on Jerome Bruner Jerome Bruner (1915 - ) Constructivism & Discovery Learning In studying the work of Jerome Bruner‚ it is described that the psychologist “has set in motion innovations for which there may have been theoretical bases for some time.”1 Bruner discusses and describes educational purposes which involve the acquisition and development of “intellectual skills‚ and stressed culture’s effect on a person’s
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affective domain concerns itself with attention‚ awareness‚ moral‚ aesthetic and other attitudes opinions or values. Reece and Walker (2009) identify the main theories of learning as behaviourism‚ neo- behaviourism‚ cognitivism‚ gestaltism‚ constructivism and humanism. Each are now considered in turn. 2. Behaviourism Behaviourism believes that human beings are self-correcting and modify their behaviour according to the success of their actions. The models‚ therefore‚ assume that learners will
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order to create successful learning opportunities. Piaget and Vygotsky shared the view that children actively construct their own learning outcomes (Eggen & Kauchak‚ 2010‚ Ch2‚ p49). However‚ they each differed in their concept of how constructivism occurs. Piaget believed that social interaction and experience with the physical environment creates situations for individuals to experience disequilibrium of existing understanding‚ (cognitive and sociocognitive conflict). Lack of equilibrium
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A Learning Organization is a culture that nurtures learning. As such‚ processes encourage interaction. The entire infrastructure is one that prioritizes interaction that facilities learning. Creativity and problem solving techniques are inherent in learning organization and the appropriate skills and motivation are available for the learning organization to strive (Background Information‚ Module 3). When we consider social networks and social media‚ we can be left wondering if communication can truly
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transparent utilitarian things for use in everyday life’. How adequate is this description? Constructivism is primarily an art movement that was based in Russia in the early 20th century. It had a considerable link to the Russian Communist Revolution. They merged the arts with modern technological rationalism for political and ideological uses‚ being essentially a form of Soviet propaganda. The theory of constructivism was a departure from Russian Futurism that sought to break and destroy traditions‚ but
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Chapter 1 Study--Its Background The above quotation explains that constructivism as a paradigm or worldview posits that learning is an active and constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge‚ thus mental representations are subjective. Furthermore‚ constructivism states that learning is an active‚ contextualized process of constructing
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techniques must keep pace. Whilst important to draw on existing theoretical perspectives it is essential that these can adapt and be utilized with the current rate of change. While there are many theoretical perspectives for educators to draw on Constructivism provides the scaffolding to support a child’s natural curiosity allowing students to learn through play and observation. Theories like Behaviourism had its place in time‚ however its linear perspective does not cater for the diverse cultures
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Introduction: In modern society‚ architecture is one of the key elements of contemporary cities. People are fascinated by impressive buildings and the relationship between these objects and their surrounding. Zaha Hadid has been a key contributor to this development and is directly responsible for many inspiring sights. When I experienced her work‚ I was fascinated by her ability to design a building and how she connected it to the surrounding elements. She used simple figures and fused these forms
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Seven Basic Principles of Constructivist Education Teachers must see themselves as playing a crucial role in children’s learning and development. To accomplish this as a constructivist teacher‚ DeVries et al. (2002) identified seven principles of constructivist teaching. They are: 1). Establishment of a cooperative‚ sociomoral atmosphere A cooperative‚ sociomoral atmosphere is one in which mutual respect is continually practiced. Every classroom has a sociomoral atmosphere that may be viewed along
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Cognitive learning is based on how students process new information in a way that makes it meaningful to them. Fitts and Posner (1967) describe this as a three stage theory to cognitive learning. These three stages include cognitive‚ associative and autonomous. The cognitive stage is when the student is given verbal instruction on the task in hand which includes the student to use personal perception and decision making how to perform the skill correctly. The second stage‚ associative being when
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