A study of Bruner''''''''s cognitive and learning theory

• Main Authors: Chou Tzy-Tsuey, 周姿翠
• Other Authors: Clarence Tsa-Kang Chu
• Format: Others
• Language: zh-TW
• Published: 1995
• Online Access: http://ndltd.ncl.edu.tw/handle/74517166459990558700

碩士 === 淡江大學 === 教育資料科學學系 === 83 === Both learning theories and instructional theories are of major importance to the field of educational and instructional technology. Bruner have proposed a series of learning theory and instructional principles, and the idea of Spiral Curriculum and Discovery Learning based on his cognitive development theory. These theories and ideas had profund impact on the field of education in general, and more importantly, to the field of inistructional technology whose major concern are the efficiency and effectiveness of instruction, Bruner''''''''s theories and ideas have significant meanings. This thesis is basically a descriptive research which utilizes document analysis method to analyze the major concept in Bruner''''''''s writings and other related literature discussing Bruner''''''''s theories. In the second chapter, a brief analysis and discussion of domestic literature concerning Bruner''''''''s theories is provided, along with statements of the objectives and approaches of this current study. The third chapter focuses on Bruner''''''''s cognitive developoment theory and his contribution to cognitive psychology. The fourth chapter discusses his early views concerning learning and instruction. The fifth and sxith chapter compares Bruner''''''''s theory against Piaget''''''''s theory and Vygotsky''''''''s theory respectively. The seventh chapter centers on analysizing Bruner''''''''s recent ideas on the approaches of cognitive psychology. As Bruner claims himself as a Constructivist, the eighth chapter compares Bruner''''''''s theory with recently widely discussed theory of Constructivism and related ideas of situated cognition. The nineth chapter provides a general discussion and conclusion to the thesis, along with specific recommendations and proposals for our current education practices.