Notes from Interactional Theories of Cognitive Development (Ch 7)
Social and cultural context within which learning takes place. Learning as more than curriculum and instructional strategies.
Pet Monkey Example: Teacher as authority figure
Spanish Activity Example: Participants establishing mutual goals and control over task.
Theorist:
JEROME BRUNER
- the developed mind creates from experience, generic coding systems that them to go beyond data to new and potentially fruitful predictions.
- learner: autonomous and self-propelled.
- Theme 1: Sequence of representational systems children acquire in understanding their worlds.
- Theme 2: Role of culture in cognitive growth and schooling as a instrument of culture in "amplifying human intellectual powers".
MODES OF REPRESENTATION
Enactive representation
- "motor memory"
- past events represented through action memory
- remembering how to walk through an office, but not being able to draw a schematic of the office.
Iconic representation
- perception through images
- remembering a fire by see images of red hot flames
Symbolic representation
- system of symbols used to recall/understand something
- language, morphemes
SEQUENCE OF STAGES
- sequence above is normal for children (Enactive, Iconic, Symbolic)
- but anyone can be taught any of the three (in contrast to Piaget)
COURSE OF COGNITIVE GROWTH
Learning by Discovery
Collins and Steven's Model of Inquiry Teaching: Instructional Strategies Used by Inquiry Teachers
1 Selecting positive and negative exemplars
2 Varying cases systematically
3 Selecting counterexamples
4 Generating hypothetical cases
5 Forming hypotheses
6 Testing hypotheses
7 Considering alternative predictions
8 Entrapping students
9 Tracing consequences
10 Questing authority
"To instruct someone in the disciplines is not a matter of getting them to commit results to mind. Rather it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce living libraries on the subject, but rather to get a student to think mathmatically for themselves, to consider matters as a historian does, to take part in the process if knowledge-getting. Knowing is a process, not a product." (Bruner).
VYGOTSKY
DEVELOPMENTAL METHOD
Natural Process of Development
Phylogenetic Comparisons
Sociocultural History
SOCIAL ORIGINS OF HIGHER MENTAL PROCESSES
- Classification systems (see Australian Aborigines example)
- Internalization
- Zone of Proximal Development
- Interaction in Zone of Proximal Development
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