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learners the

learners the

learners the

opportunity for concrete, contextually meaningful experience through which they can search for patterns, raise their own questions, and construct their own models.

engage in activity, discourse, and reflection

take on more ownership of the ideas, and to pursue autonomy, mutual reciprocity of social relations, and empowerment to be the goals.

"knowledge proceeds neither solely from the experience of objects nor from an innate programming

but from successive constructions."

and the effect of social interaction, language, and culture on learning.

This movement occurs in the so-called "zone of proximal development" as a result of social interaction.

disappointed with the overwhelming control of environment over human behavior that is represented in behaviorism.

recognized two

internalization

basic processes operating continuously at every level of human activity

complex mental function is first an interaction between people

becomes a process within individuals

This transformation involves the mastery of external means of thinking and learning to use symbols to control and regulate one's thinking.

the claim is that mental processes can be understood only if we understand the tools and signs that mediate them

the gesture of pointing could not have been established as a sign without the reaction of the other person.

Bruner's key concepts

mode of representing past events through appropriate motor responses

which enables

perceiver to "summarize events by organization of percepts and of images

symbol system which represents things by design features that can be arbitrary and remote, e.g. language

Bruner's influence on instruction

Translating material into children's modes of thought:

enable learners to develop cognitive growth: questioning, prompting

discovery as" all forms of obtaining knowledge for oneself by the use of one's own mind

promote concept discovery, the teacher presents the set of instances that will best help learners to develop an appropriate model of the concept.

cognitive constructivists

emphasizing the social interaction and cultural practice on the construction of knowledge

Promote discovery in the exercise of problem solving

Variables in instruction: nature of knowledge, nature of the knower, and nature of the knowledge-getting process

Feedback must be provided in a mode that is both meaningful and within the information-processing capacity of the learner.

Intrinsic pleasure of discovery promote a sense of self-reward

Knowledge cannot exist independently from the knower;

Learning is viewed as self-regulatory process

Sociocultural constructivists emphasis

in which learners construct their models of reality as a meaning-making undertaking with culturally developed tools and symbols

and negotiate such meaning thorough cooperative social activity, discourse and debate (

Learners are active in making sense of things instead of responding to stimuli.

learners " make tentative interpretations of experience

requires invention and self-organization

Errors need to be perceived as a result of learners' conceptions and therefore not minimized or avoided.

the learners are responsible for defending, proving, justifying, and communicating their ideas to the classroom community.

humans seek to organize and generalize across experiences

Spiral organization:

Going beyond the information given:

Readiness:

learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

Encourage Questioning. Divergent questions asked by students should not be discounted. When students realize that they can ask about what they want to know without negative reactions from teachers, their creative behavior tends to generalize to other areas. If time will not allow discussion at that time, the teacher can incorporate the use of a “Parking Lot” board where ideas are “parked” on post-it notes until a later time that day or the following day.