Toward A Theory of Instruction
... Piaget's theory of cognitive development [14] explains that cognitive ability or development is the result of the relationship between brain and nervous system development, as well as experiences that aid individuals in adapting to their environment. This is supported by the cognitive learning theory, as stated by Bruner [15], which posits that humans function as processors, thinkers, and creators of information. According to Bruner, three cognitive processes occur in learning, namely: the process of acquiring new information (information), the process of transforming the received information (transformation), and the process of testing the relevance and accuracy of knowledge (evaluation) [16]. ...
... According to Bruner [15], three cognitive processes occur in learning: the process of acquiring information, transformation, and evaluation. The process of acquiring new information can be observed through learning satisfaction, learning engagement, and learning experience. ...
The purpose of this study was to determine the implementation of the moodle and edmodo learning management system (LMS) in education, to identify the specific features of the LMS that were utilized in the learning process, and to assess the impact of the LMS on student learning outcomes, drawing on cognitive learning theory. The research method is a systematic literature review (SLR) using the Scopus and Taylor & Francis databases, guided by the PRISMA (preferred reporting items for systematic review and meta-analyses) protocol, to analyze the data. The validity of the study was tested using the Gregory test with four expert examiners, namely an SLR expert, an LMS expert, and experts in cognitive learning outcomes. The results of the electronic database search focused on articles related to LMS implementation, LMS features, and student cognitive learning outcomes. This systematic literature review identified four key stages that serve as indicators of LMS implementation: 1) introduction, 2) registration, 3) learning materials, and 4) evaluation (assessment or feedback). The LMS features used in learning are grouped into four sections: communication features, course content features, course delivery features, and assignment features. The findings of the literature review indicate that the implementation of LMS and the features utilized in the learning process have an impact on various aspects of learning. These include learning satisfaction, engagement, learning experience, comfort, effectiveness, motivation, and the improvement of student learning outcomes.
... Nine years later, Edgar Dale (1946) constructed a model known as the "Cone of Experience." Dale's Cone directly succeeded from Hoban et al.'s (1937) concrete-abstract continuum and Bruner's (1966) three major modes of learning (i.e., enactive, iconic, and symbolic). It illustrated the role of educational media in providing different types of educational experiences, from more direct, concrete experiences to more elaborative, rich experiences. ...
... Our initial starting point was a cone or the Cone of experience. Based on Hoban and colleagues work, Dale conceived of, speculated and then formalized the cone based on Bruner (1966) concrete-abstract continuum. What shape would be best suited to illustrate our emergent framework particularly with regards to social justice issues? ...
With the overarching goal of understanding the full scope of recent technology trends, this position paper developed an initial framework of possible instructional technologies and their potential impact on social justice issues. To construct this framework, an analysis of technology trends during the last 11 years was conducted. Our emerging framework includes 11 primary technology trends categories. In addition to describing this framework, specific social justice instructional activities in utilizing Molenda and Subramony’s (2021) communication configurations, as well as elements of the Cone of Experience described by Dale (1969), are proposed.
... Il s'agit de découvrir les composantes du projet par soi-même, de comprendre les relations existantes entre elles, d'apprendre à apprendre et d'être autonome dans cette situation. Cette approche constructiviste est présentée sous l'appellation Discovery Learning [2]. ...
... Dans ce contexte, les étudiants n'ayant pas d'expérience professionnelle, il est nécessaire de commencer par une courte phase en pédagogie transmissive pour leur présenter un panel de méthodes et d'outils potentiellement adaptés à la situation de projet qui va suivre [2] : méthodes de structuration d'équipe, de planification de projet et de pilotage de groupe (voir le tableau, ci-dessous). Ensuite le projet se déroule en plusieurs étapes synthétisées dans le tableau qui suit : ...
Depuis 11 ans l’INSA Hauts-de-France (Valenciennes – France) a introduit dans ses enseignements de son Master AMINJ (Audiovisuel, Médias Interactifs Numériques et Jeux) une pédagogie innovante qui consiste à faire l’apprentissage de la gestion de projet audiovisuel et multimédia en situation réelle. Après deux années de tâtonnement dans le cadre universitaire classique dans lesquelles les étudiants restaient dans une posture consistant à résoudre des exercices, de nouvelles modalités ont été mises en place en 2012, puis améliorées au fil des ans. Cette approche pédagogique intitulée Pédagogie en Mode Projet Réel (PMPR), consiste à combiner l’enseignement théorique universitaire avec la réalisation par les étudiants en parallèle d’un projet réel porté par une structure associative. Le projet réel se déroule en autonomie vis à vis de l’établissement d’enseignement et ce dans un contexte d’inscription à 360 ° dans le réel avec la nécessité de définir le projet, d’en étudier la faisabilité avec ajustement éventuel, de trouver les partenaires nécessaires, de le financer, de le réaliser dans son intégralité, d’en faire la promotion auprès du public potentiel, et in fine de prouver sa bonne fin par une présentation publique, tout cela en respectant la législation et la réglementation existantes. Sur le plan universitaire les étudiants sont chacun amené à développer une attitude réflexive d’autoobservation des méthodes de gestion de projet mises en œuvre dans le cadre de leur participation au projet réel en tant que membre associatif. C’est ainsi que chacun produit un corpus de documents qui sert de support à l’évaluation universitaire. Cet article décrit en détail le processus mis en œuvre dans la pédagogie PMPR pour atteindre les objectifs pédagogiques et les évaluer. C’est aussi l’occasion de faire un retour d’expérience d’autant que, depuis deux ans, la phase de développement de la pédagogie PMPR est terminée et qu’il s’agit désormais de la mettre en œuvre avec un accompagnement beaucoup plus léger de la part des structures associatives porteuses de projet.
... In the domain of mathematics, there is evidence that providing young children with varied examples of perceptually distinct triangles can better help them to extract the defining features of triangles (Smith et al. 2014). Moreover, it has been established for some time that variability in instruction is generally more powerful than uniformity (Bruner 1966). Under this logic, keeping instruction time and quantity constant, we would predict that providing both a plastic unit chip and a gesture as representations of a unit within one lesson should be more effective at improving children's learning outcomes than providing either representation alone. ...
... This line of thinking has been formalized in a theory known as "concreteness fading", which refers to the practice of transitioning from concrete representations to symbolic ones over instructional time (Bruner 1966;Goldstone and Son 2005;McNeil and Fyfe 2012;Fyfe et al. 2014). In this work, researchers show that across different domains and different age groups, introducing learners to a concrete instantiation of a concept before gradually and explicitly introducing more abstract representations of a concept is better for learning outcomes than introducing a single type of representation alone, or presenting the representations in the opposite order. ...
Gestures are hand movements that are produced simultaneously with spoken language and can supplement it by representing semantic information, emphasizing important points, or showing spatial locations and relations. Gestures' specific features make them a promising tool to improve spatial thinking. Yet, there is recent work showing that not all learners benefit equally from gesture instruction and that this may be driven, in part, by children's difficulty understanding what an instructor's gesture is intended to represent. The current study directly compares instruction with gestures to instruction with plastic unit chips (Action) in a linear measurement learning paradigm aimed at teaching children the concept of spatial units. Some children performed only one type of movement, and some children performed both: Action-then-Gesture [AG] or Gesture-then-Action [GA]. Children learned most from the Gesture-then-Action [GA] and Action only [A] training conditions. After controlling for initial differences in learning, the gesture-then-action condition outperformed all three other training conditions on a transfer task. While gesture is cognitively challenging for some learners, that challenge may be desirable-immediately following gesture with a concrete representation to clarify that gesture's meaning is an especially effective way to unlock the power of this spatial tool and lead to deep, generalizable learning.
... The premise of this study rests upon a combination of educational and leadership theories. The learning theories utilized are the constructivist theory of Bruner (1966) and the experiential learning theory of Chickering (1977). Team leadership approach, transformational leadership and the five leadership practices common to successful leaders by Kouzes and Posner (1987) are the main leadership theories from which the study is derived. ...
... The constructivist theory, as given by Bruner (1966) implies that learning is an active process, where students construct new concepts or ideas based upon current and existing knowledge. Bruner reported that instruction should lead students to the discovery of principles and ideas on their own. ...
This study identified leadership behaviors exhibited by FFA chapter presidents. It also examined the relationship between the chapter presidents' perception of their leadership behavior with the behaviors observed by their chapter officer team. The study included all chapter officer teams from the 2001-2002 school year in the Northeast Agricultural Education District of Oklahoma. These programs were notified of the study and were invited to have their officer teams participate while at the State FFA Convention. A quantitative descriptive design was employed to describe and compare the 35 chapter presidents and 136 other officers. Each completed a questionnaire to measure leadership behaviors exhibited by the chapter president. Findings indicated that chapter presidents and other officers believed that the behaviors of Enabling Others to Act, Modeling the Way, and Encouraging the Heart were the most often exhibited by the chapter president. The chapter presidents, however, held inflated self-perceptions of their leadership behavior when compared to their officers’ observations. This was consistent among all 30 statements within the five leadership practices.
... Studio-based artmaking is inherently an open-ended process of experimentation that involves judgment, evaluation of alternatives, and manipulating materials to translate ideas into a visual medium (Eisner, 2002). This process mirrors the multidimensional thinking needed for critical thought, as students wrestle with abstract concepts, analyze relationships, and draw connections between intent and outcome (Bruner, 1966). The ambiguous nature of creating art itself necessitates interpretation and meaning-making, as there are no predefined solutions. ...
This study examines how studio-based art practices, such as drawing, painting and sculpture, can be used to foster critical thinking skills in elementary and middle school students. Studio art engages students in hands-on creative problem solving and experimentation. A review of literature on critical thinking skills, visual arts education, and cognitive development in children was conducted. Case studies of art programs that incorporate discussion and reflection were also examined. The research suggests that open-ended art projects that promote student autonomy and require making decisions can boost skills like analysis, interpretation, evaluation and creative problem solving. When combined with self-reflection and group critique, studio art may enhance perspective taking, reasoning ability and abstract thought in young learners. When implemented intentionally to cultivate questioning, exploration and meaning making, studio-based visual art practices show potential as a tool for nurturing critical thinking during foundational school years. Further research is still needed to systematically measure critical thinking outcomes of arts-integrated approaches versus traditional instruction alone. Educators and administrators should consider how critical thinking concepts can be made explicit within art curriculum and instruction in order to leverage the cognitive benefits of studio practice for overall student development.
... An active pedagogical approach should be oriented to the acquisition of valuable knowledge, to the solution to complex problems and to the development of learning abilities (Bruner, 1966). Based on the theory, teachers should select the right pedagogical approach to increase students' motivation, promote their initiative, and lead them into the procedure of knowledge exploration. ...
Classroom concordance programs involve the analysis of concordances of language features. The use of concordancers can provide learners analytic skills to manipulate comprehensive databases for the sake of coping with real-language problems. Due to its practicability, the approach has been developed for language teaching in the ELT classroom. The purpose of this paper is to discuss the use of concordance programs in the EFL classroom. A great number of studies regarding the use of corpora and the concordancer as a resource in language teaching and learning demonstrate that concordancing as a teaching tool can be effectively used in classroom to meet some specific teaching purposes, and concordance analysis can help students discover and differentiate meanings of words and phrases, identify useful phrases and unfamiliar collocations, explore word order, and distinguish words with similar meanings. Consequently, in the EFL context, a series of concordance exercises can be carried out to assist students to investigate language data and derive patterns of language use. Furthermore, an active pedagogical approach should be oriented to the acquisition of valuable knowledge, to the solution to sophisticated problems and to the development of learning abilities. Based on this, teachers should select the right pedagogical approach to increase students’ motivation, promote their initiative, and guide them into the procedure of knowledge exploration.
... Jerome Bruner emphasizes the importance of active learning, asserting that through exploration and problem-solving, learners construct their own knowledge. Bruner highlights that "Active learning involves the direct participation of the learner in the construction of his own knowledge" [8]. In our context, realtime virtual production encourages active participation and problem-solving by enabling students to interact with objects, scenarios, and situations that closely resemble real life. ...
... For those who might be interested in a fuller version you can see Bernauer (2012). In a nutshell, I was "trained" (not educated; see Bruner, 1966) in quantitative methods and thought about those who practiced qualitative inquiry (if I thought about them at all) as poor souls who simply could not handle numbers and statistics. Reflecting, I thought that the right thing to do was give them their space and let them do whatever they did while also dismissing anything they said or wrote as "sentimental hogwash" (as spoken by Mr. Potter the heartless banker in the movie "It's a Wonderful Life"). ...
Based on the theme of the TQR 15th Annual Conference – “Qualitative Inquiry; Access Denied?” this article introspectively examines through a self-interview what I have learned and experienced and my “evolution” in relation to qualitative inquiry. My journey began firmly in the quantitative/rationalistic camp, and I now find myself midway between this camp and the qualitative/naturalistic camp. Is this an integrated space that provides a home to practice mixed methods and a more natural and authentic way to go about discovery and learning?
... Educational theories, such as those proposed by Bruner [4], advocate for a more student-centered approach where learners take responsibility for constructing their own knowledge. This philosophy emphasises the importance of inductive reasoning as a means of fostering effective learning. ...
Aims/Objectives: To develop an intuitive guide for enhanced students' understanding of the classical one-dimensional wave equation, bridging the gap between theoretical derivations and practical applications. The focus was on understanding wave propagation by modeling the elastic properties of a beam structure as a one-dimensional string.Study Design: The study employed foundational principles and theoretical derivations, and extended into the application of Fourier series techniques to elucidate concepts not typically covered in engineering mathematical textbooks.Methodology: Analytical and numerical methods were utilised to reinforce critical concepts, making abstract ideas tangible for students. Numerical analysis aids in understanding the theory by demonstrating the evolution of wave patterns, aligning with the analytical solution.Results: The comparison of analytical and numerical solutions revealed that different time step values (\(\Delta\)\(\mathit{t}\)) in uence the numerical solution only by shifting the function, \(\mathit{f}\) (\(\mathit{x}\)), in amplitude, but its shape and agreement with the analytical solution was maintained. Conclusion: This research showcased how innovative teaching techniques, combining analytical and numerical methods, can be used to enhance students' understanding of mathematical theory and its applications in engineering.
... For example, allowing students to shift back and forth between these interactions, when they are stuck on a problem, could help to facilitate this coordination. In a sense, we are "yes-anding" the received gospel from Jerome Bruner, often articulated as "enactive, iconic, symbolic" (Bruner, 1966) by way of supplementing "...and back again" (Abrahamson et al., 2012;Dutton, 2018). It appears students may sometimes require greater agency and latitude in organizing and pacing their own bilateral coordination between co-signifying semiotic registers grounded in situated enactment (Kaput & West, 1994;Thompson, 2013). ...
We present an innovative educational design for basic arithmetic that responds to students’ documented difficulties with adding and subtracting single-digit positive and negative numbers. The design utilizes MOVES, a technological architecture that combines floor- and wall-projected interactive interfaces. Students enact arithmetic operations, e.g., “3 - (-2)” by walking along a projected body-scale number line, while their actions are captured and analyzed to provide in-the-moment feedback on elements of their solution procedure. Next, a screen-based avatar is introduced who mimics their whole-body movements. Finally, analogous problems are presented on a tablet that utilizes tangible interaction, where students walk the avatar, now as an action-figure, along a standard-sized number line. Our theoretical framework, design conjecture, product evaluation, and data analysis all pertain to fostering conceptual understanding through coordinating full-body egocentric experiences on a body-scale number line with the allocentric experience of “puppeting” the avatar along the desk-scale number line. Based on pilot trials, we speculate on the nature and type of supports students require to coordinate these perspectives and discuss implications for future iterations of the design.
... Interestingly, some students expressed a preference for crowded spaces as a means of sparking their writing ideas. This sentiment resonates with the cognitive theory proposed by Bruner (1966), which emphasizes the role of external stimuli, including bustling environments, in promoting cognitive processes. Overall, the variety of participants' perspectives highlights the complex interplay between environmental factors and individual propensities in shaping effective writing habits. ...
This research investigates the writing habits of students in higher education, employing a case study approach to attain a comprehensive understanding of these practices. The case study methodology is utilized to delve deeply into the intricate writing behaviors, motivations, and challenges faced by individual college students. Through a sample of 232 students from diverse faculties, insights are gathered via a meticulously designed survey that covers aspects such as writing frequency, time allocation, methodologies employed, and encountered difficulties. The findings underscore that, despite the diversity of academic disciplines, expected trends in writing habits emerge among students. While the initiation of writing may seem straightforward, challenges arise during the process, often leading to task-driven completion rather than the cultivation of consistent writing habits. The findings highlight the value of personalized interventions that identify the unique obstacles and motivations inherent in each field, allowing educators to fine-tune writing support programs. This research contributes to a nuanced understanding of writing practices in higher education, shedding light on students' attitudes toward writing. By acknowledging the diverse motivations and challenges faced, educators can strategically enhance writing support initiatives, fostering an environment where effective writing habits can flourish. The insights gleaned from this study not only inform academic discourse but also offer practical implications for educators seeking to empower students on their writing journey
... We selected teaching approaches that fit with the newly defined Quantum Informatics Standards (selecting for content, age group and computer science applicability). In order to show how it is possible to develop di↵erent approaches to the Quantum Standards, appealing to younger students and different levels of knowledge and abstract thinking, we then classified the selected approaches based on Bruner's modes of representation [3]. These approaches are meant to be examples, and as such we did not undertake a systematic review of all existing approaches, as it was not the focus of this work. ...
The application of knowledge from quantum physics to computer science, which we call "quantum informatics", is driving the development of new technologies, such as quantum computing and quantum key distribution. Researchers in physics education have recognized the promise and significance of teaching quantum informatics in schools, and various teaching methods are being developed, researched and applied. Although quantum informatics is equally relevant to computer science education, little research has been done on how to teach it with a focus on computer science concepts and knowledge. In this study, we position quantum informatics within Denning's Great Principles of Computing and propose Quantum Informatics Standards for secondary schools.
... Cognitive theories of motivation focus on human cognition, proposing that motivation to learn is a mediation process between the environment (stimulation) and individual behavior (response), with the process of psychological change the main influencing factor for motivation to learn. The psychologist Bruner (1960Bruner ( , 1966 argued for the crucial role of the structuring of knowledge, suggesting that the structuring of the framework of knowledge enables students to independently discover and explore, and that the combining of structured and ordered teaching materials enhances students' motivation during learning. Accordingly, he proposed the Discovery Learning method to more effectively structure learning, which involves the following steps: "problem identification," generalization of principles," "verification and application," and "clarification and establishment of value." ...
Many students want to enroll in programming courses but fear the challenges ahead. They aspire to design quality systems or games after acquiring related skills but report concerns that programming logic is too difficult to learn because memorization of the syntax is required. Thus, they experience anxiety, are demotivated to learn, and, regretfully, may never enroll in programming courses. Computational thinking (CT) is a favorable method currently used in learning logic. This study proposed an easily implementable standard operating procedure for CT and incorporated it into programming courses; students were instructed and enabled to clarify the logical sequence before beginning to write a program. The standard operating procedure for CT contains five training steps, identify the problem, formulate the problem-solving steps, organize and summarize, draw a flowchart, and write a program. This kind of training can help students clarify the logical order more clearly to facilitate writing programs, thereby improving motivation to learn, reducing learning anxiety, and ultimately improving learning outcomes. The experiment results revealed significant results regarding the learning outcomes, motivation to learn, and learning anxiety of the experimental group learning programming through CT-centered teaching in comparison with those of the group learning through conventional teaching. Additionally, for female students, who were revealed to be initially less capable of logical thinking than male students, the following post intervention improvements were observed: adequate improvement in learning outcomes, increased motivation to learn, and reduced learning anxiety.
... Surely sucg activity is biologically relevant for curiosity is essential to the survival of not only of the individual but of the species." (Bruner 1967) The most important feature of intrinsic motivation is that it does not depend upon rewards that lie outside the activity for its instigation. Reward is inherent in the successful termination of that activity or even in the activity itself. ...
... Sequence has two connotations or major determinants: the logic inherent in the structured subject matter and the maturational stage of the learner. (Bruner, 1966). ...
... Há mais de quatro décadas, Bruner (1968) afirmou que tanto a escrita como a matemática eram "dispositivos de ordenação de pensamentos sobre coisas e pensamentos sobre pensamentos" (p. 112). ...
Este trabalho apresenta resultados de um projeto de Leitura e Escrita em Matemática, vinculado a disciplina de matemática, de forma contextualizada, imerso no cenário prático de sala de aula e vivenciado em uma escola estadual de Natal – RN. Tem por objetivo estimular os educadores a inserção de um espaço para a apresentação de ideias e sugestões que motive os estudantes, de forma prática a aquisição de conhecimentos matemáticos com sentido e significado. Para tanto, buscamos responder como construir uma compreensão em relação a Leitura e Escrita em Matemática, no contexto da educação básica, de forma que conecte os conceitos matemáticos com o exercício do pensamento de cada um, de forma prática? Para a compreensão deste cenário, discutimos ao longo deste relato a importância do professor em oferecer possibilidades de os estudantes trabalharem em grupo, para dividir o conhecimento e multiplicar o saber aprendido por meio de interconexões que envolvessem situações contextuais e os temas matemáticos escolares.
... A constructivist learning system views knowledge construction as context dependent (Bruner, 1966;Jonassen et al., 1995;Vygotsky & Cole, 1978). Context refers to the characteristics of the real-world environment in which the learning task would typically take place. ...
ChatGPT, an artificial intelligence (AI) language model, holds significant promise for improving the quality and efficiency of teaching and learning. However, its potential challenges and disruptions in education systems require further investigation for a deeper understanding and mitigation. Given that ChatGPT is already being utilized and complete prohibition is unlikely, it becomes crucial to consider how educators can harness its potential to enhance teaching and learning experiences, assuming successful implementation. This article explores the potential benefits and disruptions within the current education system, and proposes strategies for integrating ChatGPT into educational settings from a constructivist learning perspective. It focuses on four educational system attributes: context, collaboration, conversation, and construction. The article particularly emphasizes the utilization of ChatGPT as a means, rather than an end, to enhance student learning within a constructivist learning environment. This approach aims to address present concerns and challenges effectively.
... Cognitive constructivism is founded on Piaget's theories of child development [83] and posits that people actively construct their knowledge, further stating that reality is determined by experiences as a learner by connecting new information to their existing knowledge base [2,[84][85][86] or from active cognizing. Cognitive constructivism is the strictest side of the constructivist continuum because it presupposes an objective external reality that the learner must perfectly reflect. ...
As technology advances, conceptualizations of effective strategies for teaching and learning shift. Due in part to their facilitation of unique affordances for learning, mobile devices, augmented reality, and games are all becoming more prominent elements in learning environments. In this work, we examine mobile augmented reality serious games (MARSGs) as the intersection of these technology-based experiences and to what effect their combination can yield even greater learning outcomes. We present a PRISMA review of 23 papers (from 610) spanning the entire literature timeline from 2002–2023. Among these works, there is wide variability in the realized application of game elements and pedagogical theories underpinning the game experience. For an educational tool to be effective, it must be designed to facilitate learning while anchored by pedagogical theory. Given that most MARSG developers are not pedagogical experts, this review further provides design considerations regarding which game elements might proffer the best of three major pedagogical theories for modern learning (cognitive constructivism, social constructivism, and behaviorism) based on existing applications. We will also briefly touch on radical constructivism and the instructional elements embedded within MARSGs. Lastly, this work offers a synthesis of current MARSG findings and extended future directions for MARSG development.
... The ERA framework is grounded in constructivist theory (Piaget, 1971) and shares Bruner's (1966) cyclic approach to education. It supports the coordination of the overall learning experience by scaffolding intentional teaching that underpins the learning experience (instead of just directing the use of materials or tools), which can, in turn, help redefine play (Edwards & Bird, 2017). ...
We assessed the efficacy of two spatial learning programs grounded in early years learning pedagogical theory to improve numeracy performance in preschool. Engagement with a play-based spatial program led to better overall spatial reasoning and transferred to better numeracy compared with a business-as-usual control, underscoring the importance of embedding spatial learning within strong pedagogy and authentic preschool contexts. Engagement with the same spatial program using a spatialized curriculum (e.g., gesture, sketching) showed large additive effects, highlighting the role of spatial reasoning tools to support transfer of spatial reasoning to numeracy. The effects of the two interventions were moderated by spatial reasoning, with children with lower spatial reasoning making the most gains in numeracy.
... Secondly, presenting theory devoid of its practical context can further exacerbate these issues. This lack of context may make it difficult for learners to see the relevance of the theoretical knowledge, making the learning process appear tedious and uninteresting (Bruner, 1966). ...
E-learning in STEM (Science, Technology, Engineering, and Mathematics) disciplines presents unique challenges in fostering engagement and comprehension, particularly among younger learners (11 years and above). Traditional e-learning approaches that foreground theoretical understanding prior to practical application often result in reduced learner engagement due to high abstraction levels (Clark & Mayer, 2016). This paper proposes an innovative pedagogical approach: begin with simple, hands-on tasks to pique interest and foster engagement, gradually integrating complex theoretical concepts (Papert, 1980). It explores how interactive technology, when designed for understanding rather than aesthetics, aids in visualising and manipulating STEM concepts. However, the paper acknowledges the limitations of current technology in replicating tactile real-life experiences (Shaer & Hornecker, 2010). It argues for the development of immersive e-learning models combining practical learning and interactive technology, to inspire young learners towards further STEM education. The paper invites collaborations to explore these proposed strategies and transform STEM e-learning.
... People learn from seeing others perform tasks. The constructivist model (Bruner, 1966) offers similar perspectives. Learning begins within a certain social and cultural context, and students engage with one another and the instructor as they work to solve problems. ...
Biodata: William Swann has worked in the fields of e-learning and distance education for two decades. He has developed courses and managed development projects in the corporate environment and provided instructional design assistance in the academic environment. He is the author of studies on applied pedagogy and courseware design. Abstract This study examines the development and implementation of a distance education course review process at a mid-sized public university. Four primary goals were set for the process: to provide substantive feedback, to cultivate engagement between DE faculty and staff, to provide support to course developers and reviewers, and to establish an effective balance between faculty resources and the value of feedback generated through the process. Feedback was collected through a survey of participating developers and reviewers (n=52). Responses broadly supported achievement of the four primary goals. Those who participated in multiple roles gave stronger ratings on all survey questions than those who participated through a single role. Based on qualitative and quantitative feedback, strengths and weaknesses of the process are discussed along with recommendations for institutions developing or refining a DE course review process.
... Intellectual development could be said to be dependent on a person's ability to use tools such as language Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.14, No.27, 2023 effectively in different learning settings (Bruner, 1966;Vygotsky, 1962;Egan, 1997;Edwards, 2005). For Polya (1957), understanding the problem and the meaning of the words used is the first step in solving any word problem. ...
... Creating a dialectic between reflective and experimental activities is vital to support organizational learning and involves a change from observer to actor and from abstract detachment to concrete involvement (Bruner 1966). Organizational concepts mature as they are modified by experience and tacit knowledge (Baumard 1999). ...
... Hence, in our project we wanted to let the conversations, interpretations and discoveries develop in a fluid and natural way -within the structure we had designed for the visit. Through 'enactive representation' (Bruner 1966), children can learn new concepts through experiences, sensation, and language (Cooper 1995: 43), and so providing an experience was to be at the core of our programme. ...
This paper introduces a case study from Oslo, Norway, where two outreach programmes aimed at local children have been carried out by the Norwegian Institute for Cultural Heritage Research (NIKU) as part of development-led archaeological investigations relating to the construction of the new Medieval Park (Middelalderparken). The first programme involved inviting younger children from four local kindergartens to site, whereas the second programme involved archaeologists visiting fourth graders at school. Both programmes had a clear pedagogical element at their core. The programmes are discussed in relation to both previous work we have done with children, and to the broader literature on archaeology, history, and education.
... Yapılandırmacılık, her ne kadar epistemolojik bir görüş olarak ortaya çıkmış olsa da (Steffe ve Gale, 2012), temel olarak insanların nasıl öğrendiği hakkında gözleme ve bilimsel çalışmaya dayalı bir öğretim kuramı olarak nitelendirilmektedir (Phillips & Soltis, 2004). Bir öğretim kuramı olarak yapılandırmacılık, başta Piaget (1977), Bruner (1966, Vygotsky (1978) (Brooks ve Brooks, 1999). Bu öğretim görüşünde öğrenciler, pasif bir şekilde bilgi almak yerine, deneyimleri üzerinde derinlemesine düşünmekte, zihinsel temsiller oluşturmakta ve yeni bilgileri şemalarına dahil etmektedirler (Gagnon ve Collay, 2001). ...
... The turn of the millennium saw the rise of constructivist theories of learning which argued that learning is an active, constructive process (Bruner, 1966;Covill-SERVO & HEIN, 1983). This pedagogical shift demanded more dynamic assessment techniques. ...
This paper provides an in-depth analysis of the transformation of assessment methodologies in higher education, emphasizing their significance in shaping student learning and success. Beginning with a historical overview, it elucidates how traditional examinations have given way to a multifaceted spectrum of assessments, including formative, summative, holistic, authentic, and adaptive approaches. By anchoring learning to real-world applicability, these methodologies not only gauge student knowledge but cultivate practical capabilities. A key highlight is the interplay of technology, notably the promise of AI, in redefining assessment scales and scopes. The discourse navigates through the importance of equity and inclusion, ensuring no student is left behind. Challenges such as scalability, especially in expansive online platforms, are discussed, highlighting the tug-of-war between depth of assessment and logistical practicality. The paper concludes by underscoring the need for judicious innovation, with an aim to enhance both the quality and personalization of education. With a blend of technological advancements and pedagogical insights, the future of assessments holds the potential to revolutionize the educational landscape. This is an open access article under the CC-BY-NC license.
... Constructivist theories believe that Learners build their own knowledge through experience, but not through "given" information (Piaget, 1973;Bruner, 1966Bruner, , 1990. According to Blurton (1999), "Modern constructivist education theory emphasizes critical thinking, problem solving, 'authentic' learning experiences, social negotiation of knowledge, and collaboration -pedagogical methods that change the role of the teacher from disseminator of information to learning facilitator." ...
This study presents a comprehensive framework for designing in-class activities aimed at enhancing English listening and speaking skills in cross-cultural communication in the age of self media. The study emphasizes the crucial connection between in-class activities and the broader curriculum design, giving special importance to the alignment of activities with course objectives. Drawing from established principles of curriculum design, constructivist theories, and key findings in cross-cultural communication, the study outlines a systematic approach that consists of four distinct steps-recognizing cultural self-awareness, interpreting and explaining foreign cultures, comparing and contrasting cultural elements, and evaluating cross-cultural content. Overall, the study offers a structured and practical approach to designing in-class activities that align with the objective of improving English listening and speaking skills in the context of cross-cultural communication under the help of self-media. By following this comprehensive framework, educators and students alike can enhance their cross-cultural competence and contribute to more effective cross-cultural communication teaching and learning.
Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.
We explore the potential of merging numeracy and literacy, through using number stories to stimulate mathematical engagement with young, marginalized learners in their communities. Our data emerges from the Family Maths Storytime Programme (FMSP) run in partnership with teachers in two South African schools. The FMSP conducted sessions with caregivers of pre-Grade 1 learners that focused on supporting mathematical talk in the home centred around four number storybooks with linked activities and games. Drawing on Bourdieu’s notion of habitus and other socio-cultural theories emphasising opportunities for talk and reasoning for learning we explore: Did the FMSP enable the integration of home and school numeracy and literacy practices? If so, what evidence is there of such integrated practices? What is the nature of the described practices? Our analysis focuses on 20 caregiver interviews following their participation in the FMSP that was initially run after school in two English medium pre-Grade 1 classrooms. NVivo coding highlighted key themes across interviews. The findings show how modelling engagement with merged literacy and numeracy practices in the programme enabled changing practices, dispositions, and forms of capital in relation to engaging with these in the home. We highlight how supporting home-based and story inspired engagement with marginalised learners supports equity goals in contexts where learners from indigenous backgrounds often begin and remain mathematically behind grade expectations in school.
La investigación busca diagnosticar los tipos de aprendizaje significativo en niños de educación inicial del C.E.I.A. Fundación Guardería Infantil la Alquitrana. Con una metodología positivista, de enfoque cuantitativo, diseño cuasi experimental, longitudinal de panel, y campo, de tipo explicativa, como técnica se utilizó la encuesta y como instrumento un cuestionario, validado con el juicio de cinco (5) expertos, y con un coeficiente de confiabilidad de 0,87, de Kuder-Richardson 20, siendo altamente confiable, lo que permitió aplicar una estadística descriptiva, y un análisis inferencial para determinar la veracidad del análisis descriptivo, con el software SPSS versión 19, en la población se seleccionaron 30 sujetos de estudios divididos 15 para el grupo control y 15 para el grupo experimental, con un muestreo no probabilístico, de carácter intencional. Los resultados evidencian la importancia de promover un aprendizaje significativo, donde los niños puedan atribuir sentido a la información, relacionarla con sus conocimientos previos y aplicarla en diversos contextos de su vida, prevalece el uso del aprendizaje por representaciones y proposiciones, con asignaciones de símbolos y objetos, estableciendo conexiones entre conceptos para generar nuevos conocimientos y comprensiones, esto implica promover habilidades como la solución de situaciones problemáticas, la participación y construcción de conocimientos, con el fin de potenciar su desarrollo cognitivo y prepararlos para enfrentar los desafíos futuros. Se concluye que los alumnos requieren ser atendidos a través de la aplicación de estrategias facilitadoras para aumentar su aprendizaje significativo, este catalogado como iniciado.
The author has been an evangelist for content standards for decades, having contributed to the Standards for Technological Literacy (STL) and the New York State Standards for Mathematics, Science, and Technology. Over the last several years, through insights gleaned from large-scale National Science Foundation-funded research projects, skepticism has crept in about the role learning standards should play in guiding curricular decision-making. This paper does not assert that learning standards have little value—rather, that standards all too often assume elevated and unwarranted instructional transcendence. Their judicious and sparing use as instructional focal points is suggested as a complement to other consequential approaches: revisiting big ideas in multiple contexts, and using authentic design-based learning activities to facilitate a psychological state of flow in learners. Purposes of educational and industrial standards are contrasted. Some questionable examples of educational standards are drawn from the widely adopted (in the USA) Common Core State Standards in Mathematics that are the basis of high-stakes assessments. Key questions raised include: How are standards used differently in industry and in education? What are arguments for and against standards-based instruction? Are learning standards an old paradigm, rooted in industrial era standardization? In technology and engineering education, upon what basis are standards developed? How should standards be optimally used by classroom teachers? In the context of these questions, some brief thoughts are offered about Standards for Technological and Engineering Literacy (STEL). Going back to first principles, the chapter discusses the fundamental purposes of education and how standards-based instruction might best serve those purposes.
Early mathematics teaching and learning are of paramount importance for developing mathematics skills for primary school. This contribution analyzes some fundamental concepts related to the early teaching and learning of mathematics in kindergarten. We primarily focus on the content and teaching methods used in kindergarten for effective mathematical learning. In particular, pupils should be introduced to four major areas of mathematics, namely (1) logic and language; (2) numbers and basic arithmetic; (3) the geometry and measurement of space; and (4) data processing (statistics). Each of these can be developed and addressed through specific games and in a meaningful and experiential way.
Bu çalışma, Türkiye Cumhuriyeti’nin ilk yüzyılına yayılan Millî Eğitim Şuralarının eğitim programlarına ilişkin kararlarını idealist, realist, pragmatist, natüralist, politeknik, varoluşçu ve yapılandırmacı felsefelere göre tek parti (1923-1950), çok partili (1950-1980), otoriter (1980-2000) ve teknolojik atılım (2000-2023) olmak üzere dört dönem çerçevesinde incelemeyi amaçlamıştır. Çalışma kapsamına temel ve ortaöğretim programları dahil edilirken yükseköğretim programları kapsam dışında bırakılmıştır. Çalışma, açıklayıcı durum deseninde gerçekleştirilmiş nitel bir araştırmadır. Çalışmada, 409 şura kararı felsefi analize tabi tutulmuş ve şu sonuçlara ulaşılmıştır: Eğitim programlarının hedef boyutunda yetiştirilmek istenen insan tipine ilişkin olarak tek parti döneminde millî şuur sahibi, çok partili ve otoriter dönemde Atatürk İlke ve İnkılaplarına bağlı birey ve teknolojik atılım döneminde evrensel değerlerin eklendiği ideal birey yetiştirmeye odaklı olarak idealist; öğretim durumlarına ilişkin şura kararlarına ilk üç dönemde idealist, realist ve pragmatist ve ölçme değerlendirme boyutunda standartların belirlenmesi anlamında realist felsefenin ağırlık kazandığı görülmüştür. Eğitim kademelerine ilişkin şura kararları çerçevesinde, temel eğitimde toplum ve bilim kaynaklarını esas alan idealist ve realist; ortaöğretimde özellikle de mesleki ve teknik orta öğretimde üretici birey ve kalkınma ihtiyaçları doğrultusunda pragmatist ve politeknik felsefelerin baskın olduğu gözlenmiştir. Alan eğitimi programları çerçevesinde, mesleki eğitim her dönemde artan bir politeknik eğilim gösterirken, sanat, spor, ahlak ve değerler eğitimi alanlarında belli dönemlerde ağırlık kazanmış ve genel olarak idealist ve realist anlayışlar öne çıkmıştır. Teknolojik atılım döneminde, karar metinlerine yansıyan felsefi anlayışların daha fazla çeşitlendiği ve önceki dönemlerin toplumu önceleyen anlayışlarına karşıt olarak bireyi önceleyen natüralist, yapılandırıcı ve varoluşçu felsefelerin etki alanını genişlettiği sonucuna varılmıştır.
Digital technologies have entered our daily lives and into schools. Computers, tablets, smartphones are a part of today’s generation of children from birth; therefore they appear naturally also in education. Besides interactive whiteboards and notebooks in classrooms, children also often possess tablets and smartphones. For the teacher, it is a very actual question, how to implement advantages of these technologies in education. It appears that all of the formerly mentioned technologies have its place and they can use in effective way for achieving educational goals. Constructivist Theory of Learning has influence on mathematics education. It will be selected some topics from Slovak curricula for school mathematics. It will be discussed the aspect of visualization in mathematics education. The understanding of mathematics concepts can be deeper, motivation of pupils is greater in this case and, finally yet importantly, their creativity of students and pupils obtain strong support.
This descriptive case study was aimed at revealing the level of students’ transition skills among representations (verbal, numeric, algebraic, graphic) at the completion of 7th grade. The participants included 133 students attending 7th grade at a state school located in Ankara in Turkey. Students’ skills in transitioning between representations were tested using the “Test of Skills in Transitioning between Representations (TSTBR)”, which included 12 open-ended questions and analyzed student answers through a graded rubric developed by the researcher. Descriptive statistics such as frequency and percentage were used to examine students’ skills in making transitions between representations. Thus, it was determined in the findings that a majority of students had moderate transition skills. According to the mean scores, the number of students with low representation transition skills was greater than the number of students with high representation transition skills. Also, the students were most successful at transitioning from other representations to algebraic, verbal, numeric, and graphic representations, respectively. The mean scores for each representation transition were examined and possible reasons for the difficulties that students faced were discussed.
In this theoretical paper providing illustrative examples, we discuss our didactic approach to emergency remote teaching (ERT) at the University of Chile. Intending to transpose to ERT our enactivist approach to mathematics teaching, which emphasises metaphorising and student random group work, we noticed that virtual tools like breakout rooms and shared whiteboards, opened up unexpected new avenues for student participation. To these avenues, which aim at a collective lesson creation, we refer as black swans in our title. In contrast, white swans embody the mainstream options to implement ERT in our universities. We argue then that student participation and collaborative work may also be enhanced, instead of thwarted, in ERT. The illustrative examples we discuss, concern two courses given by us at our university before and during the pandemic, one to prospective mathematics and physics teachers, prospective mathematicians, and the other to social sciences and humanities first year students.
Para abonar al aprendizaje del derecho en México, un grupo de profesores comprometidos con la política educativa y la formación de profesionales en el marco del modelo basado en competencias, ha promovido estrategias innovadoras para esta área del conocimiento. El objetivo de este artículo es mostrar la aplicabilidad del método de caso en el proceso de enseñanza-aprendizaje del derecho, en licenciatura y en maestría. Se presenta un marco teórico y se recuperan dos experiencias en la implementación de ese método en dos asignaturas, así como las apreciaciones del estudiantado. Se considera que su aplicación potencia el aprendizaje, fomenta la curiosidad y desarrolla el pensamiento crítico, analítico y sintético.
Developing mathematics proficiency requires an understanding of mathematics vocabulary. Although previous research has developed several measures of mathematics vocabulary at different grade levels, no study focused solely on fraction vocabularies. We developed and tested a measure of fraction vocabulary for students in Grade 4 to determine the internal consistency and difficulty level of such a measure. Analysis indicated the measure demonstrated high internal consistency. Students, on average, answered less than one-third of fraction vocabularies correctly. We also detected performance differences between students with and without mathematics difficulty and dual-language learners and their peers.
So-termed non-traditional adult students have become a key target for marketing efforts in higher education, and non-conventional, accelerated paths to university-issued degrees are the lure du jour in the business of selling education programs. A key ethical challenge in our profession remains how we align the education of adults according to the higher education institutions' mission statements to the education adults seek and actually receive. This chapter calls for considering the realities and possibilities of socially responsible educating when institutions are accountable to myriad stakeholders to peer at this issue through the lens of emancipatory education informed by tenets of critical theory. The argument hopes to engage the readers in problem-posing so that cross-sector, collaboratively designed education options can be considered that are contextual rather than prescriptive in nature and which align to the indigenous needs of teachers, learners, institutions, and communities.
Histology has traditionally formed a key part of medical education. Increasing demands on the curriculum have resulted in a decline in time available for this complex topic. Previous research has identified that students struggle to apply their knowledge, instead favouring rote memorisation. This chapter explores how to shift the focus of histology education for medical students away from content memorisation and towards the development of problem-solving skills and the application of core knowledge. Several resources were investigated, at the core of which was a decision tree, a framework of yes–no questions in a flowchart arrangement that allows the learner to determine tissue type from an unknown specimen by linking structure to function.
The project was conducted in three phases, or cycles, to allow flexible and timely adjustments based on staff and student feedback on the changes made. Cycle 1 investigated the use of a pre-constructed histology decision tree in practical sessions to show students how to apply their knowledge. Cycle 2 investigated the usefulness of this resource when made available as an online resource (a website), supplemented by worked examples and quizzes with feedback. Cycle 3 expanded this website to include more detailed worked examples and images on the decision tree.
Qualitative and quantitative data was collected through anonymous online questionnaires, website data (quiz scores and worked example responses), and summative exam results. In addition, field notes provided subjective data on the use of the decision tree in practical sessions.
Ninety-seven percent of students found the decision tree helpful in their histology practical sessions. Students stated that the decision tree provided a structured framework for the consolidation of knowledge and showed them how to apply this knowledge. Students required a demonstration of how to use the decision tree with 94% of students finding the worked examples helpful. Eighty-three percent of students reported that they were able to identify more tissues in Quiz 2 following use of the decision tree and worked examples. Summative Objective Structured Skills Exam (OSSE) results also improved following use of the website when compared to the control group (the previous cohort). Importantly, testing and feedback opportunities were considered important amongst students and improved their confidence in the subject (free text comments).
In summary, students require supported opportunities to develop the skills necessary to apply their knowledge, and a digital decision tree acts as an appropriate format. In addition, students learn best when provided with opportunities for formative assessment with timely and appropriate feedback.
ResearchGate has not been able to resolve any references for this publication.