1.
Learning in constructivist
perspective
• Distinction between learning as
`construction of knowledge” and
Learning as “transmission of
knowledge”.
• Social constructivist perspective of
BRUNER
• -by SEJAL MUNJAL

2.
Learning in constructivist perspective
Based on constructivism
Opposed to traditional system of learning
In this type of learning the needed knowledge is himself acquired by
the learner through his own efforts i.e. the task of knowledge
acquisition is carried out by learner through an active process of
knowledge construction”

3.
Learning as transmission and reception of knowledge
According to this view, child’s mind is like a blank slate, we as elders, parents, teacher’s through
our guidance, teaching, and training try to write on this slate and as a result child learns new
things, acquire new knowledge and gain new experience through a deliberate process.
Knowledgeable
individual-teacher,
parents, elders
Child or student
as learnerTransmission Reception
Knowledge
Transmitter Receiver

4.
 Teacher or transmitter
Has Knowledge or skills gained through experience, study or professional training.(remain
active for transmission)

(via lecture or demo
Teaching learning setup)
 Learner
 Remains passive or silent spectators to grasp or receive
Tries
To
Transmit
to

5.
Transmission or reception of knowledge is equated with task of transmission of electric current or
sound.
If current supplied is low/weak =dimlight/unaudible sound to receive
If current or sound is normal/above =intense or increased sound.
Similarly in a classroom =quality of knowledge transmitted by teacher is evaluated through quality of
reproduction or re representation of reality of facts being transmitted by teacher.
One who reproduces well what is transmited –bright student by scoring distinction marks.
One who is unable to reproduce well – score low or declared as failure.

6.
Disadvantages of this method -
Learner has no direct access to source of knowledge he acquainted through transmission.
Learner has no role in construction, compiling or pooling the knowledge for his learning.
Learner is dependent
Teaching learning process is one sided. Teacher transmit without taking note of interest, abilities of receiver (learner).
Learner remains passive and inactive and may get bored and inattentive to extend of getting sleepy
Knowledge is transmitted without caring for being understood
by learner. It is neither motivating nor comprehensing, hence
Cannot be grasped, it can be memorized or crammed with least
Consideration to its meaning.

7.
Learning as construction of knowledge
Constructivism as Philosophy and approach to education
It asserts that in a teaching learning process “learner should play the key role”. He is to
decide what to learn and how. His interests,motivation,needs,individual worth should be
taken into account properly while interacting in classroom or indulging Him in self Or
guided discovery tasks.
Main task for us (elders and teachers) Arrange for learning situation and
environment facilities To help children construct or discover knowledge they need by their
own efforts.

8.
Learning is based on construction of needed knowledge by their own efforts And attempts, tthus
Emphasising on learning by doing or eexperiencing the things and facts of life by themselves.
Example – Early experience of child by getting
burning sensation from hot objects my help him
to construct his knowledge regarding hot objects
Construction of knowledge starts from infancy.
First
experience
Subsequent
experience
Construction of
knowledge
Modification/alte
ration of
knowledge

9.
Task of knowledge construction may be adjusted, according to one’s need (natural phenomenon for development of
child)
It is based on his own reflection and drawing Interference from personal day to day encounters or first hand
experiences since there may lie wide variations among learners individual differences
 Depend upon one’s individuality, previous experiences and Knowledge. Nature of learning acquired through
knowledge .
Construction phenomenon may also differ from individual to
Individual.
 In knowledge construction, child may go wrong by learning faulty concepts and acquiring undesirable habits and skills.
Need for proper guidance and assidtance arises .
For developing children for understanding tasks on higher level, teacher parents and elders are required to help developing children to engage in
knowledge construction by providing opportunities experience and timely assistance.

10.
Nature and advantages of construction of knowledge
Learner learns
best with proper
opportunity, env,
help and guidance

11.
Difference between ~
Learning as transmission
 Knowledge is separate from the Knower Neutral/objective
 Curriculum is fixed and inflexible
 Information – It is object
 Teaching – transferring knowledge
 Role of teacher – transmitter of content
 Role of learner – passive consumers
 Goal of education – broad knowledge
 Nature – knowledge is inert
 Assessment – via testing /correct answer
Learning as construction
 Knowledge fillers through perspective of knower(culture,language)
 Human construction, pursuit of interest of students
 Information is a process
 Teaching – supporting learning
 role of teacher – assistant of learner
 Role of learner – active producer
 Goal of education – autonomy (self governance)
 Nature – knowledge is dynamic change with experience
 Assessment –via observations, point of view, tests, process is as
important as product

12.
Social constructivism
• Social constructivist approach emphasize the social contexts of
learning and idea that knowledge is mutually built and
constructed.
• Involvement with others create opportunity for students to
evaluate and refine their understanding as they are exposted to
the thinking of others and as they participate creating shared
understanding

13.
BRUNER’S CONSTRUCTIVIST THEORY
4 main concept –
1. Representation of
knowledge
2. Spiral curriculum
3. Discovery learning
4. Categorization

14.
Constructivism is a blend of both individual and social construction
Jerome Bruner ~ born in 1915 in New York. He
was one of the first proponents of constructivism.
A major theme in the theoretical framework of Bruner
is that learning is an active process in which learners
construct new ideas or concepts based upon their
current/past knowledge.

15.
Burner’s main concepts ~
1. Representation of knowledge
 The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do
so. A cognitive structure is defined as the mental processes which offer the learner the ability to organize experiences and derive
meaning from them. These cognitive structures allow the learner to push past the given information in constructing their new
concepts.
 The three stages:
 1. Enactive representation – children learn about the world through actions on physical objects and the outcomes of their actions.
Children represent objects in terms of their immediate sensation of them
 2. Iconic representation – this second stage is when learning can be obtained through using models and pictures. This allows one
to recognize objects or events.
 3. Symbolic representation – in this third stage, the learner has developed the ability of think in abstract terms. This uses symbol
system to encode knowledge.

16.
2. Discovery learning
As far as instruction is concerned, the instructor should try and encourage students to discover principles by
themselves. The instructor and student should engage in an active dialog (i.e., Socratic learning). Socratic
learning is suggested as the best method of communication in this theoretical framework, as it allows the
teacher to actively note any study skills the learner verbalizes, their progression, their frustrations, and form a
rubric of their current learning state based on the dialogue.
The task of the instructor is to translate information to be learned into a format appropriate to the learners
current state of understanding.
discovery learning implies that students construct their own knowledge for themselves (also known as a
constructivist approach).

17.
The teacher plans and arranges activities in such way that students search, manipulate, explore and investigate.
Most discovery and learning does not happen by chance. Students require background preparation.
Bruner (1966) states that a theory of instruction should address four major aspects:
1. Predisposition to learn – “the readiness for learning.”
2. Structure of knowledge – refers to 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 – refers to the idea of revisiting basic ideas over and over, building upon them and
elaborating to the level of full understanding and mastery. Presentation of lessons in increasing difficulty
4. Reinforcement – rewards and punishments should be selected and paced appropriately.

18.
3. Spiral curriculum
 Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.
 Teachers must revisit the curriculum by teaching the same content in different ways depending on students'Developmental levels.
 1. The student revisits a topic, theme or subject
 2. The complexity of the topic or theme increases with each revisit
 3. New learning has a relationship with old learning and is put in context with the old information.
 In the K to 12 Curriculum, the spiral progression is a mandate. Section 5 (g), Curriculum Development of R.A. 10533, states:
 "The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level.“

19.
Below are the principles of instruction stated by Brunner:
1. Instruction must be concerned with the experiences and
contexts that make the student willing and able to learn
(readiness).
2. Instruction must be structured so that it can be easily grasped
by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and
or fill in the gaps (going beyond the information given).

20.
4. Categorization
Perception, conceptualization, learning, decision making and making inferences all involved categorization.
Learners construct their own knowledge and do this by organizing and categorizing information using a
coding system.
Kinds of Categories:
1. Identity categories- include object based on their attributes or features
2. Equivalent categories – provide rules for combining categories
3. Coding systems – serve to recognize sensory input.

21.
Bruners scaffolding theory (influenced by Vygotsky)
Bruner believed that when children start to learn new concepts, they need help from teachers and
other adults in the form of active support. To begin with, they are dependent on their adult support,
but as they become more independent in their thinking and acquire new skills and knowledge, the
support can be gradually faded. This form of structured interaction between the child and the adult is
reminiscent of the scaffolding that supports the construction of a building. It is gradually dismantled
as the work is completed.In a very specific way, scaffolding represents a reduction in the many
choices a child might face, so that they become focused only on acquiring the skill or knowledge that
is required.

22.
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