Discovery Learning—Jerome Bruner

2020 ◽  
pp. 177-190
Author(s):  
Yasemin Ozdem-Yilmaz ◽  
Kader Bilican
Keyword(s):  
Discovery Learning ◽  
Jerome Bruner

The Instruction Theory of Jerome Bruner

2021 ◽  
pp. 94-111
Keyword(s):  
Discovery Learning ◽  
Guided Discovery ◽  
Content Areas ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Jerome Bruner ◽  
Instruction Theory ◽  
Education And Development ◽  
Different Content ◽  
Culture Education

In the movement of ideas and proposals on education, Jerome Bruner stands out and can be considered as one of the key figures in the field of educational psychology. In this chapter, focusing mainly on education, learning, and teaching, the author summarizes Jerome Bruner's proposals, Jerome Bruner's perspective on culture, education and development, and in particular, the main constructs and implications of his theory of cognitive development and his instruction theory. Particular emphasis is given to guided discovery learning, presenting its advantages and disadvantages, as well as a discussion of the main conclusions of the investigations on its use. Finally, examples of the richness of guided discovery learning and the application of Bruner's ideas in different content areas are presented.

scholarly journals Peran Teori "Discovery Learning" Jerome Bruner Dalam Pembelajaran Pendidikan Agama Islam

2021 ◽  
Vol 2 (2) ◽  
pp. 65-78
Author(s):  
Binti Khoiriyah Khoiriyah ◽  
Murniyati Murni
Keyword(s):  
Cognitive Development ◽  
Learning Theory ◽  
Learning Process ◽  
Developmental Psychology ◽  
Cognitive Learning ◽  
Point Of View ◽  
Discovery Learning ◽  
Jerome Bruner ◽  
Collection Data ◽  
Deep Thought

Learning is not merely a relationship between stimulus and response, but learning from the point of view of cognitivism is a deep thought process. Cognitivism prioritizes the learning process rather than learning outcomes and reveals that there is a need for learning methods that can activate student cognitive in the learning process. Jerome Bruner provides 3 stages of learning that can influence children's cognitive development, namely through active, iconic and symbolic learning. Bruner, who is an expert in cognitive developmental psychology, contributed discovery leaning learning theory or often called discovery learning. Bruner has also provided a cognitive learning step that he designed with six learning steps, starting from stimulation, problem identification, data collection, data processing to verification and conclusion drawing. The research was conducted qualitatively through observation and interviews by looking at the role of discovery learning theory in Islamic Islamic education learning at SMPN 3 Kalasan Sleman Yogyakarta. The results of the study reveal that discovery learning theory is very beneficial for students' cognitive development which is also well implemented, although not all learning materials can use this theory.

scholarly journals The Discovery Learning in Teaching Writing Skill in Junior High School

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Retika Wista Anggraini
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Discovery Learning ◽  
Literary Works ◽  
School Based ◽  
Jerome Bruner ◽  
Writing Skill ◽  
Descriptive Writing

<p align="center"><strong>ABSTRACT</strong></p><p><em>Descriptive writing is a one of genre taught in the year VII students of Junior High School based on Curriculum 2013. In writing descriptive, it is expected to the students are able to write a simple descriptive. Therefore through descriptive writing, the writer would like to minimize the students learning problem, to know the students achievements and their difficulties in learning writing. </em><em>In </em><em>2013 English</em><em> curriculum, there are four language skills that must be taught to Junior High School students, those are reading, listening, speaking, and writing. </em><em>Oshima and Haque (1999:50) state that descriptive writing appeals to the senses, so it tells how something looks, feel, smells, tastes and sounds. Briefly, descriptive writing is used to make something clear and vivid, so that the readers can understand it. </em><em>The teaching of English based on School Based Curriculum in Indonesia is delivered through text and context. Literary works are part of the text. They have been taught for all level of schools in Indonesia. Whether the subject is listening, speaking, reading, or writing, teachers of English should deliver it through text and context. </em><em>Consequently, discovery learning </em><em>refers to various instructional design models that engage</em><em> </em><em>students in learning through discovery.</em><em> </em><em>Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists (Jerome Bruner, 1960).</em><em> Commonly, seventh grade students of SMP Negeri 10 Palembang are afraid of making mistakes and worried about their ability in choosing and arranging words to produce sentences. Those feelings seem to make the students unconfident in a writing class. The Discovery learning technique tries to improve students’ writing  skill and make the students more active in the class because it contains some activities that encourage the students to write up in the class.</em></p><p><strong><em>Keywords</em></strong><strong><em> </em></strong><em>: Writing, Descriptive Writing,  Discovery Learning, English Curriculum,  </em><em>Literary Works</em><strong> </strong></p><p align="center"><strong>ABSTRAK</strong><strong> </strong></p><p><em>Penulisan deskriptif adalah salah satu genre yang diajarkan pada siswa kelas VII SMP berdasarkan Kurikulum 2013. Dalam menulis deskriptif, diharapkan siswa mampu menulis deskriptif sederhana. Oleh karena itu melalui penulisan deskriptif, penulis ingin meminimalkan masalah belajar siswa, untuk mengetahui prestasi siswa dan kesulitan mereka dalam belajar menulis. Dalam kurikulum Bahasa Inggris 2013, ada empat keterampilan bahasa yang harus diajarkan kepada siswa SMP, yaitu membaca, mendengarkan, berbicara, dan menulis. Oshima dan Haque (1999: 50) menyatakan bahwa penulisan deskriptif menarik bagi indera, sehingga ia menceritakan bagaimana sesuatu terlihat, dirasakan, tercium, terasa, dan terdengar. Secara singkat, penulisan deskriptif digunakan untuk membuat sesuatu menjadi jelas dan jelas, sehingga pembaca dapat memahaminya</em><em>.</em><em> Pengajaran Bahasa Inggris berdasarkan Kurikulum Berbasis Sekolah di Indonesia disampaikan melalui teks dan konteks. Karya sastra adalah bagian dari teks. Mereka telah diajarkan untuk semua tingkatan sekolah di Indonesia. Apakah subjeknya mendengarkan, berbicara, membaca, atau menulis, guru bahasa Inggris harus menyampaikannya melalui teks dan konteks. Akibatnya, belajar penemuan mengacu pada berbagai model desain pembelajaran yang melibatkan siswa dalam belajar melalui penemuan. Belajar Penemuan adalah teknik pembelajaran berbasis inkuiri dan dianggap sebagai pendekatan berbasis konstruktivis terhadap pendidikan. Ini didukung oleh karya belajar teori dan psikolog (Jerome Bruner, 1960)</em><em>. Umumnya, siswa kelas tujuh SMP Negeri 10 Palembang takut membuat kesalahan dan khawatir tentang kemampuan mereka dalam memilih dan mengatur kata-kata untuk menghasilkan kalimat. Perasaan itu membuat siswa tidak percaya diri dalam suatu kegiatan menulis. Teknik belajar penemuan memberikan keterampilan menulis bagi siswa di SMP Negeri 10 Palembang dengan meningkatkan keterampilan menulis dan membuat siswa lebih aktif di kelas karena ada beberapa kegiatan yang mendorong siswa untuk menulis di kelas.</em></p><strong><em>Kata kunci</em></strong><em>: Menulis, Menulis Deskriptif, Belajar Penemuan, Kurikulum Bahasa Inggris, Karya Sastra</em>

Review of Jerome Bruner: Language, culture, self.

2002 ◽  
Vol 22 (1) ◽  
pp. 76-76
Author(s):  
No authorship indicated
Keyword(s):  
Jerome Bruner

Upaya Peningkatan Hasil Belajar Siswa Kelas XII IPA-1 Mata Pelajaran Pendidikan Agama Islam Materi Perilaku Jujur dan Perintah Berbakti kepada Orang Tua dan Guru Melalui Penerapan Model Discovery Learning Pada SMA Negeri 1 Peudada

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Anidar Rahman Anidar Rahman
Keyword(s):  
Discovery Learning

<p>Abstrak<br />Penelitian ini dilakukan di SMA Negeri 1 Peudada selama tiga bulan sejak bulan Februari sampai April 2018 bertujuan untuk meningkatkan hasil belajar siswa kelas XII IPA-1 mata pelajaran Pendidikan Agama Islam materi perilaku jujur dan perintah berbakti kepada orang tua dan guru melalui penerapan model discovery learning pada SMA Negeri 1 Peudada. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang terdiri atas 2 siklus. Subyek penelitian adalah siswa-siswi Kelas XII IPA-1 SMA Negeri 1 Peudada tahun pelajaran 2017/2018 sebanyak 22 siswa. Analisis data menggunakan teknik analisis deskriptif komparatif dengan membandingkan kondisi awal dengan hasil-hasil yang dicapai pada setiap siklus, dan analisis deskriptif kualitatif hasil observasi dengan membandingkan hasil observasi dan refleksi pada siklus I dan siklus 2. Melalui penerapan model discovery learning dalam mata pelajaran Pendidikan Agama Islam materi Perilaku jujur dan perintah berbakti kepada orang tua dan guru bagi siswa kelas XII IPA-1 pada SMA Negeri 1 Peudada diperoleh hasil tes pada siklus I dengan persentase ketuntasan sebesar 68,2% nilai rata-rata kelas sebesar 73 dan meningkat pada hasil tes siklus II sebesar 90,9% dengan nilai rata-rata kelas 83,2. Pada kedua siklus ini terjadi perubahan aktifitas dan perolehan nilai yang signifikan bila dibandingkan dengan pra siklus dengan ketuntasan belajar yang hanya mencapai 40,9% dan nilai rata-rata adalah 63,2. Dengan demikian melalui penerapan model discovery learning dapat meningkatkan hasil belajar siswa kelas XII IPA-1 mata pelajaran Pendidikan Agama Islam materi Perilaku jujur dan perintah berbakti kepada orang tua dan guru pada SMA Negeri 1 Peudada. Selain itu, hasil pengamatan pada proses belajar mengajar memperlihatkan perubahan siswa lebih aktif pada siklus I dan siklus II. <br />Kata Kunci : Model, Discovery learning, Hasil Belajar, Perilaku</p>

THE INFLUENCE OF INQUIRY AND DISCOVERY LEARNING METHOD AND CREATIVITY LEVEL IN WRITING SKILLS DESCRIPTION IN NAUTIC TARUNA AND TECHNIQUE IN SURABAYA SHIPPING POLYTECHNIC

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ni Putu Dian Permata Prasetyaningrum
Keyword(s):  
Quantitative Methods ◽  
Writing Skills ◽  
Discovery Learning ◽  
Learning Method ◽  
Test Results ◽  
Learning Methods ◽  
Is Research ◽  
Investigation Methods ◽  
High Level ◽  
Discovery Method

Surabaya Shipping Polytechnic emphasizes on certain areas of expertise that Taruna must possess. This is the basis after graduating from shipping polytechnics, cadets must have expertise and skills. The purpose of this study was to study the effect of inquiry, discovery learning, and creativity levels on the ability to write descriptive essays on nautical and technical cadets at Surabaya Shipping Polytechnic. This type of research is research. This research uses quantitative methods using experiments. The location used in this research is Surabaya Shipping Polytechnic. The subjects in this study were the cadets of the Nautika A, Nautika B, Teknika A, and Teknika B. classes. Based on the results of the research and discussion, the following conclusions are obtained: There are those that can be solved looking for description essays in the cadets. learning discovery method. The test results show better investigation methods than the discovery of learning, There is a difference in the ability to write a description essay about cadets who have a high level of creativity with cadets who have a low level of creativity, the test results show better who have a high level of creativity, there are related with learning methods and descriptions of the ability to write essay descriptions, the test results show learning methods and creativity descriptions of the ability to write essay descriptions.

Educatori come designer degli spazi perFormativi. Asili nido come ‘fabbriche' di cittadinanza e innovazione sociale

2020 ◽  
pp. 39-57
Author(s):  
Maria D’Ambrosio ◽  
Giovanni Laino
Keyword(s):  
Jerome Bruner ◽  
Vita Activa ◽  
Living Creature

Il saggio apre uno spazio di riflessione sul tema della povertà educativa attraverso una pro-posta teorica e metodologica che investe le politiche e i servizi per l'infanzia di un ruolo stra-tegico nel ridisegno di un ecosistema territoriale in grado di qualificare in chiave pedagogica gli spazi e le attività rivolte ai minori e alla genitorialità. Una qualità pedagogica che passa per i professionisti dell'educazione, quindi per la loro formazione e per la loro postura da ricercatori in situazione, e anche per una pianificazione urbanistica strategica in grado di coniugarsi con una ‘visione' di città che contenga l'idea di spazio urbano e di relativa comu-nità educante, attenta alla complessità delle dinamiche che producono diseguaglianze, mar-ginalità e le molte forme di povertà. In questo senso, e recuperando una responsabilità istitu-zionale connessa alla responsabilità di ciascun professionista, il saggio fa emergere anche quanto pensato e sperimentato nell'attuazione del progetto IRIS (Interventi per Riqualificare e Innovare la Scuola) riferito agli asili nido e ai servizi per l'infanzia del Comune di Napoli. Politiche socio-educative e politiche urbane vengono lette come strumenti per connettere e articolare in chiave pedagogica, emancipativa, trasformativa, le azioni strutturali e integrate in grado di rispondere ai bisogni dell'infanzia e al ruolo dei professionisti dell'educazione, perché proprio a partire da questi professionisti si possa nutrire e potenziare la loro capacità/necessità di partecipazione alla vita e alla costruzione-rigenerazione dei legami sociali/territoriali, in chiave di contrasto alla povertà educativa. Si tratta cioè di recuperare per le professioni socio-educative e per i decisori istituzionali e i pianificatori delle politiche e dei servizi educativi, quella ‘sensibilità' e quella operosità, e quindi quella Vita Activa, rintraccia-ta dalla Arendt (1958) come specifica della condizione umana. Una condizione, quella sensi-bile e activa, quindi altamente interattiva e partecipativa, che ciascuno è chiamato a recupe-rare e a nutrire, proprio attraverso una qualità del gesto e della pratica educante che va ben oltre gli ‘spazi' destinati all'educazione. "L'educazione non è un'isola", sosteneva Jerome Bruner (1996), e in questo senso le politiche e i servizi educativi si devono riconnettere a una più estesa e complessa cultura dell'educazione che emerge proprio dalle dinamiche urbane, sociali, culturali, e trova nello spazio extra-quotidiano dell'educativo una possibilità concreta di innovazione e di nuova traiettoria. La qualità (pedagogica) dei servizi educativi in un qua-dro istituzionale di Welfare, è dunque quella possibilità della policy di tradursi in agency e di generare innovazione sociale ovvero variazioni sul piano della povertà educativa e dei feno-meni con cui si manifesta. La qualità (pedagogica) ha necessità di prendere corpo e di farsi spazio rigenerandosi in nuove pratiche che lavorino proprio sul nesso tra corpi e spazi, e sulla loro reciproca capacità di interazione. Lo scritto è dunque attraversato da un evidente sguardo epigenetico che tiene insieme rifles-sione epistemologica e sua istanza metodologica e qualifica le pratiche educative come ‘pale-stre' di cittadinanza e di coesione sociale in chiave trasformativa e rigenerativa, sia sul piano individuale che su quello politico e delle politiche, così da far emergere la metodologia ‘em-bodied' (Bongard-Pfeifer, 2007) come approccio bio-politico al governo ‘sensibile' del ‘vivente': perché l'educazione e la politica possono insieme ridisegnare un nuovo ecosistema per il process generativo della creatura vivente/living creature (Dewey, 1934).

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