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    Bruner's theory of constructivism posits that learning is an active process where learners form new ideas based on their current and past knowledge. Learners use cognitive structures to organize experiences and derive meaning from them, allowing them to go beyond the information given to construct new concepts. The learner takes past knowledge and experiences and organizes them to make sense of what they know, then uses this to form additional concepts and solve problems by combining what they already know with what they think should be learned next.

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    Bruner's theory of constructivism posits that learning is an active process where learners form new ideas based on their current and past knowledge. Learners use cognitive structures to organize experiences and derive meaning from them, allowing them to go beyond the information given to construct new concepts. The learner takes past knowledge and experiences and organizes them to make sense of what they know, then uses this to form additional concepts and solve problems by combining what they already know with what they think should be learned next.

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    35 views2 pages

    References in Thesis

    Uploaded by

    jonalyn
    Bruner's theory of constructivism posits that learning is an active process where learners form new ideas based on their current and past knowledge. Learners use cognitive structures to organize experiences and derive meaning from them, allowing them to go beyond the information given to construct new concepts. The learner takes past knowledge and experiences and organizes them to make sense of what they know, then uses this to form additional concepts and solve problems by combining what they already know with what they think should be learned next.

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    Bruner's Theory on Constructivism

    Bruner's theory on constructivism encompasses the idea of learning as an active process


    wherein those learning are able to form new ideas based on what their current knowledge
    is as well as their past knowledge. 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 learner, often a child, will take
    pieces of their past knowledge and experiences and organize them to make sense of what
    they know, then base further concepts and solve additional problems based upon a
    combination of what they already processed and what they think should be processed
    next.
    http://www.teach-nology.com/currenttrends/constructivism/bruner/

    Educational Implications
    For Bruner (1961), the purpose of education is not to impart knowledge, but instead to
    facilitate a child's thinking and problem solving skills which can then be transferred to
    a range of situations.
    https://www.learning-theories.com/metacognition-flavell.html

    METACOGNITION (FLAVELL)
    Metacognition is defined in simplest terms as “thinking about your own thinking.” The
    root “meta” means “beyond,” so the term refers to “beyond thinking.” Specifically, this
    means that it encompasses the processes of planning, tracking, and assessing your own
    understanding or performance.

    The phrase was termed by American developmental psychologist John H. Flavell in


    1979, and the theory developed throughout the 1980s among researchers working with
    young children in early cognitive stages.

    TYPES OF METACOGNITIVE KNOWLEDGE


    Declarative knowledge — “person knowledge,” or understanding one’s own
    capabilities. This type of metacognitive knowledge is not always accurate, as an
    individual’s self-assessment can easily be unreliable.
    Procedural knowledge — “task knowledge,” including content (what do I need to
    know?) and length (how much space do I have to communicate what I know?).
    Task knowledge is related to how difficult an individual perceives the task to be
    as well as to their self-confidence.
    Strategy knowledge — “conditional knowledge,” or one’s ability to use strategies
    to learn information, as well as for adapting these strategies to new situations.
    This is related to the age or developmental stage of the individual. For example, a
    kindergartener can be taught strategies, but needs to be reminded to use them,
    such as sounding out words when learning to read. In contrast, an upper
    elementary student understands this strategy and knows when it will be effective
    under different circumstances.
    https://www.learning-theories.com/metacognition-flavell.html

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