Sequence of Representational Stages- Bruner believes that the invariant sequence of stages through which children pass are not dependent upon age. Bruner believes in an “inside out” and “outside in” part of the developmental story. Inside out is explained in how children acquire the modes of representation from enactive to iconic to symbolic in this order. Outside in is explained through how the environment influences the acquisition of these modes (Driscoll, 2005, p. 230).
Learning by Discovery- Bruner defined discovery as “all forms of obtaining knowledge for oneself by the use of one’s own mind” (Driscoll, 2005, p. 234). Within this process, learners develop necessary learning strategies while utilizing
an“attitude of constructionism” (Driscoll, 2005, p. 235). Those who demonstrated this approach were systematic and organized in collecting information that would help solve the problem (Driscoll, 2005).
Concept Attainment Model- A concept attainment model was proposed by Bruner, Goodnow, and Austin in 1956 that exemplified the notion of “discovery teaching” (Driscoll, 2005). “In Bruner’s view, learners acquire concepts by setting forth tentative hypothesis about the attributes that seem to define a concept and then testing specific instances against these hypotheses,” (Driscoll, 2005, p. 236). The basic conditions for successful discovery learning are sufficiet prior knowledge and
guided practice of inquiry.
Scaffolding- In 1970 Bruner coined the term "scaffolding". This means that the teacher will support and assist the student, and as they learn, they will decrease their support and assistance until the student is independent. It involves helpful, structured interaction between the student and instructor with the aim of helping the student achieve a specific goal (McLeod, 2008).
Learning by Discovery- Bruner defined discovery as “all forms of obtaining knowledge for oneself by the use of one’s own mind” (Driscoll, 2005, p. 234). Within this process, learners develop necessary learning strategies while utilizing
an“attitude of constructionism” (Driscoll, 2005, p. 235). Those who demonstrated this approach were systematic and organized in collecting information that would help solve the problem (Driscoll, 2005).
Concept Attainment Model- A concept attainment model was proposed by Bruner, Goodnow, and Austin in 1956 that exemplified the notion of “discovery teaching” (Driscoll, 2005). “In Bruner’s view, learners acquire concepts by setting forth tentative hypothesis about the attributes that seem to define a concept and then testing specific instances against these hypotheses,” (Driscoll, 2005, p. 236). The basic conditions for successful discovery learning are sufficiet prior knowledge and
guided practice of inquiry.
Scaffolding- In 1970 Bruner coined the term "scaffolding". This means that the teacher will support and assist the student, and as they learn, they will decrease their support and assistance until the student is independent. It involves helpful, structured interaction between the student and instructor with the aim of helping the student achieve a specific goal (McLeod, 2008).