cuarto bebe Bruner - Learning Theory in Education by Saul McLeod published 2008,updated The outcome of cognitive development is thinking. Thus, children as they grow must acquire a way of representing the "recurrent regularities" in their environment. So, to Bruner, important outcomes of learning include not just the concepts, categories, and problem-solving procedures invented previously by the culture, but also the ability to "invent" these things for oneself. Cognitive growth involves an interaction between basic human capabilities and "culturally invented technologies that serve as amplifiers of these capabilities." The aim of education should be to create autonomous learners (i.e., learning to learn). In his research on the cognitive development of children (1966), Jerome Bruner proposed three modes of representation: Enactive representation (action-based)Iconic representation (image-based)Symbolic representation (language-based) Bruner's Three Modes of Representation Enactive (0 - 1 years) This appears first. Iconic (1 - 6 years) Symbolic
La biblioteca el mejor sitio del colegio Jean Piaget | Cognitive Theory by By Saul McLeod 2009, updated 2015 Piaget's (1936) theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment. Piaget was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests. Piaget (1936) described his work as genetic epistemology (i.e. the origins of thinking). What Piaget wanted to do was not to measure how well children could count, spell or solve problems as a way of grading their I.Q. Piaget (1936) was the first psychologist to make a systematic study of cognitive development. Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. Piaget's Theory Differs From Others In Several Ways: Schemas Stages of Development
The difference between instrumental and relational understanding I recently found this article written by Richard Skemp that Gary Davis (@republicofmath) highlighted on his blog (update: link broken). I recommend reading the whole article. Skemp describes the difference between instrumental and relational understanding, and how the word understanding is used by different people to mean different types of understanding. Imagine you are navigating a park, and you learn from someone else some specific paths to follow in the park. Imagine that instead of navigating the park by specific paths shown to you, you get to wander all over the park. Here's Richard Skemp's description of the analogy. "The kind of learning which leads to instrumental mathematics consists of the learning of an increasing number of fixed plans, by which pupils can find their way from particular starting points (the data) to required finishing points (the answers to the questions). Unfortunately, our system tends to favour instrumental understanding too much.
Psychology of learning mindset affects learning Stanford Report, February 7, 2007 When psychology Professor Carol Dweck was a sixth-grader at P.S. 153 in Brooklyn, N.Y., she experienced something that made her want to understand why some people view intelligence as a fixed trait while others embrace it as a quality that can be developed and expanded. Dweck's teacher that year, Mrs. Wilson, seated her students around the room according to their IQ. Asked what seat number Dweck occupied during that memorable year, the professor paused, and silently raised her right index finger. From that experience, Dweck became fascinated with intelligence, convinced that IQ tests are not the only way to measure it. Dweck, a soft-spoken, elegantly attired woman, joined Stanford's faculty in 2004 as the Lewis and Virginia Eaton Professor. According to Dweck, people's self-theories about intelligence have a profound influence on their motivation to learn. "What was important was the motivation," Dweck said.