My personal learning lens is very much influenced by the constructivism theory of learning, in particular Jerome Bruner’s theory. He posits that learners construct new ideas or concepts based upon existing knowledge. Aspects of the process include making choices creating theories, and making meaning from the facts, data and knowledge.
Bruner postulated three stages of intellectual development. The first stage he termed "Enactive", when a person learns about the world through actions on physical objects and the outcomes of these actions. Sometimes called the concrete stage, this first stage involves a tangible hands-on method of learning. Bruner believed that "learning begins with an action - touching, feeling, and manipulating" (Brahier, 2009, …show more content…
Lave and Wenger (1991) talked of what they called ‘communities of practice’ – a term not used by Jerome Bruner but clearly related to his ideas about learning. Situated learning theory recognizes that there is no learning that is not ‘placed’, it greatly focuses on the domain, the community formed and the practice. Learning is not seen as the absorption of certain forms of knowledge, but rather as a form of social relationships – situations of co-participation. ‘Rather than asking what kind of cognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place’ (Lave and Wenger, 1991). Learning involves participation in a community of practice. A person’s intentions to learn are engaged and the meaning of learning is configured through the process of becoming a full participant in a sociocultural practice. (Lave and Wenger 1991: 29) In this there is a concern with identity, with learning to speak, act and improvise in ways that make sense in the community, ‘Learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: …show more content…
Constructivism – Jerome Bruner Situated Learning – Jean Lave
• Emphasis on processes of coming to know rather than structure of knowledge
• Domain dependent individual differences rather than universal stages
• Emphasis on the importance of action and problem solving
• 3 modes of representation: o Enactive o Iconic o Symbolic
• Instruction should concern the experiences and contexts that make students willing and able to learn - interest
• Learning as knowledge construction • Learning is in the relationships between people
• Educators work so that people can become participants in communities of practice
• There is an intimate connection between knowledge and activity
• Explanation of how different contexts create and reflect different forms of mental functioning
• Explanation of how human action is mediated via context
• Learning as legitimate peripheral participation in communities of practice
• Learning as situated in practical action
• Learning as meaning-making
Table 1: Comparison between Bruner’s Constructivism and Lave’s Situated Learning
Implication to Learning
Bruner postulated three stages of intellectual development. The first stage he termed "Enactive", when a person learns about the world through actions on physical objects and the outcomes of these actions. Sometimes called the concrete stage, this first stage involves a tangible hands-on method of learning. Bruner believed that "learning begins with an action - touching, feeling, and manipulating" (Brahier, 2009, …show more content…
Lave and Wenger (1991) talked of what they called ‘communities of practice’ – a term not used by Jerome Bruner but clearly related to his ideas about learning. Situated learning theory recognizes that there is no learning that is not ‘placed’, it greatly focuses on the domain, the community formed and the practice. Learning is not seen as the absorption of certain forms of knowledge, but rather as a form of social relationships – situations of co-participation. ‘Rather than asking what kind of cognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place’ (Lave and Wenger, 1991). Learning involves participation in a community of practice. A person’s intentions to learn are engaged and the meaning of learning is configured through the process of becoming a full participant in a sociocultural practice. (Lave and Wenger 1991: 29) In this there is a concern with identity, with learning to speak, act and improvise in ways that make sense in the community, ‘Learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: …show more content…
Constructivism – Jerome Bruner Situated Learning – Jean Lave
• Emphasis on processes of coming to know rather than structure of knowledge
• Domain dependent individual differences rather than universal stages
• Emphasis on the importance of action and problem solving
• 3 modes of representation: o Enactive o Iconic o Symbolic
• Instruction should concern the experiences and contexts that make students willing and able to learn - interest
• Learning as knowledge construction • Learning is in the relationships between people
• Educators work so that people can become participants in communities of practice
• There is an intimate connection between knowledge and activity
• Explanation of how different contexts create and reflect different forms of mental functioning
• Explanation of how human action is mediated via context
• Learning as legitimate peripheral participation in communities of practice
• Learning as situated in practical action
• Learning as meaning-making
Table 1: Comparison between Bruner’s Constructivism and Lave’s Situated Learning
Implication to Learning