Toward a Theory of Instruction¶
Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Constructivist Learning
- … in Toward a Theory of Instruction, formalized the "spiral curriculum" and the enactive-iconic-symbolic progression, capturing the idea that abstract concepts can be represented at multiple levels, allowing learners to grasp abstract ideas through sensory and pictorial preparation before formal symbol manipulation.
This sourceSets out the enactive–iconic–symbolic modes of representation and the spiral curriculum (inline, Abstract Reasoning — link added).
- … in Toward a Theory of Instruction, formalized the "spiral curriculum" and the enactive-iconic-symbolic progression, capturing the idea that abstract concepts can be represented at multiple levels, allowing learners to grasp abstract ideas through sensory and pictorial preparation before formal symbol manipulation.
- Scaffolding
- The deeper abstraction is that scaffolding operationalizes the insight that capability develops through social and cultural mediation: the "more capable other" (teacher, peer, parent, tool, AI assistant) lends cognitive, metacognitive, and motivational resources that the learner has not yet internalized, and the lending is a temporary loan rather than a permanent subsidy, an instructional-design stance Bruner (1966) had earlier framed as a "theory of instruction" oriented around progressive structures of knowledge representation.
This sourceDevelops the theoretical groundwork (representation modes, spiral curriculum, instructional sequencing) that prefigures the 1976 scaffolding paper and frames instruction as the design of progressively-reduced support.
- The deeper abstraction is that scaffolding operationalizes the insight that capability develops through social and cultural mediation: the "more capable other" (teacher, peer, parent, tool, AI assistant) lends cognitive, metacognitive, and motivational resources that the learner has not yet internalized, and the lending is a temporary loan rather than a permanent subsidy, an instructional-design stance Bruner (1966) had earlier framed as a "theory of instruction" oriented around progressive structures of knowledge representation.
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