Essay Sample on Bruner's Theories About Current Thought and Practice

Introduction

There is a relationship between Bruner's theory and the current practices and thought. The method encompasses the active learning process where the learners are in a position to form new ideas depending on their past and present knowledge. Thus, a learner can take pieces of past experiences and expertise and organize them to bring out the meaning of what they know enabling them to be in a position to solve problems. Additionally, the theory suggests that the resources utilized by teachers support students to be able to reason out and come up with their ideas (Murphy, 2017). Moreover, when the teacher and the student are interacting, the teachers can be explicit, and this makes it possible for the learners to concentrate on the more significant task and be able to handle their objectives effectively instead of just dealing with minor details. Overall, to be in a position actively engage I current practices, the teachers continuously encourage students to rehearse and practice all that they are taught in a classroom. This makes it possible for the learners to keep focused on the items that are relevant and motivate them to put into practice all that which is learned.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Real World Applications of Bruner’s Theories and Its Significance to the Broader Field

Bruner's theory has various applications in the real world as well as multiple significances in the education field. In this case, the learner is influenced by the approach to make decisions which are appropriate since they can test the effectiveness of their choices (Murphy, 2017). The method also helps to make the learning process active because the learner can select and transform the information present. Additionally, the learners can integrate previous experiences to be able to fit within the existing information structures.

Notably, Bruner's theory supports the learning process. Therefore, the students tend to utilize their prior experiences to structure the new knowledge which they acquire. The students are in a position to have a better understanding of the new form of education as they relate it with what they previously knew. Furthermore, the theory enables teachers to be able to understand the learners appropriate learning modes and thus be able to plan and prepare how they will acquire the materials which match the level of learning of the learners (Steel, 2017). As a result, the learners can construct and gain knowledge and at the same time transfer and transform the experience they have obtained to put it into practice. Overall, the theory enables teachers to build the awareness of learners and at the same time providing feedback to the learners that allows them to have intrinsic motivation to attain the intended knowledge fully.

Comparison of Bruner’s Approaches to Those of Another Theorist

Differences are noted when approaches of Bruner's theory are compared with those of other theorists. When the method is compared with behaviorism theory, it was pointed out that unlike constructivism theory, the behavioral theory suggests that control and prediction of behaviors can take place. Similarly, behaviorists believe that only measurable, observable and outward behavior is worth to be examined scientifically. Thus the theory indicated that the correct environment is what influences the learners understanding and makes it possible for all students to learn new skills. However, the constructivist approach looked at learning as a way of seeking for meaning (Gallagher et al., 2018). It was believed that the learner-constructed the knowledge something that enables the learner to develop their understanding depending on their own experience.

When Bruner's theory was compared with that of Piaget, there were variations which were noted. The Piaget theory supposes that children tend to learn in a series of stages and thus they could not learn stuff that was termed as so difficult. But Bruner's theory showed that the developmental stages were invariant. Thus, Bruner showed that a child of any age could be effectively taught any subject and be in a position to build up more knowledge with time (Steel, 2017).

Nevertheless, other theorists like Spock, Erikson, and Gesell also believed that there were periods and stages of development although each of these theorists gave a different an approach of understanding the child's learning patterns and thinking (Fierro et al., 2018). According to Gesell theory, development of preordained sequences where few individuals' differences were noted. Spock and Erikson though of cognitive development related to stages where the emotional development of the child was shown to have a role.

Limitations of Bruner’s Theories About the Structure of the Modern Education System

Although Bruner's theory is useful in supporting the education system, there are various limitations which have been associated with it. The method lacks a structure which makes it impossible for the practical application of the process to be made. Thus, the teacher tends to adopt a course that seems more personalized and discards the standardized curriculum. Furthermore, the approach can cause students to be frustrated and confused due to how they have the potential to form abstracts and the relationship between knowledge present and the knowledge that is being acquired while learning. Nevertheless, some students can benefit from the principles of constructive theory while others need to evaluate and structure of the method to ensure that they succeed (Gallagher et al., 2018). The approach also removes the traditional way of grading and places a lot of value on evaluating the student's progress. This could lead to being left behind without their grading being standardized.

How Education Theory Shapes Educational Systems and Structures

Educational theories tend to shape the educational structures and systems. As presented by Bruner, a teacher who is good will come up with lesson designs that enable students to learn the relationship that they have between information bits. In this case, the teacher gives students appropriate information although they do not organize it for them. In the same manner, the theory supports the progression of learners as they develop their skills and understanding (Gallagher et al., 2018).

The theory helps to guide students through lessons and offer opportunities for pupils to come up with the next step during their learning. Moreover, educational approaches acknowledge learning provisionally whereby the learners make discoveries that enable changes in the mind.

It is through the learning theories that it becomes possible to understand how students process, absorb and keep knowledge during their learning. Also, the arguments make it possible to understand behaviors, events, and situations that take place in the education system. Through this, those involved with the education curriculum get to know what to do to ensure learning effectively takes place in schools.

References

Fierro, L. A., Codd, H., Gill, S., Pham, P. K., Grandjean Targos, P. T., & Wilce, M. (2018). Evaluative Thinking in Practice: The National Asthma Control Program. New directions for evaluation, 2018(158), 49-72.

Gallagher, K., Cardwell, N., & Rodrick's, D. J. (2018). An Ecology of Care: Relationships and Responsibility Through the Constitutive and Creative Acts of Oral History Theatre Making in Local Communities Shouldering Global Crises. In Creativity Policy, Partnerships and Practice in Education (pp. 307-329). Palgrave Macmillan, Cham.

Murphy, P. E. (2017). Student approaches to learning, conceptions of mathematics, and successful outcomes in learning mathematics. Success in higher education (pp. 75-93). Springer, Singapore.

Steel, C. H. (2017). Enabling Effective Mobile Language Learning: Students' Perspectives, Wants, and Needs. In Mobile Learning in Higher Education in the Asia-Pacific Region (pp. 523-539). Springer, Singapore.