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The spiral approach is a technique often used in education where the initial focus of instruction is the basic facts of a subject, with further details being introduced as learning progresses. Throughout instruction, both the initial basic facts and the relationships to later details are repeatedly emphasized to help enter into long-term memory ...
It was based on the theories of Jerome Bruner, particularly his concept of the "spiral curriculum". This suggested that a concept might be taught repeatedly within a curriculum, but at a number of levels, each level being more complex than the first. The process of repetition would thus enable the child to absorb more complex ideas easily.
Bruner wanted to create an educational environment that would focus on (1) what was uniquely human about human beings, (2) how humans got that way and (3) how humans could become more so. [11] In 1966, Bruner published another book relevant to education, Towards a Theory of Instruction, and then in 1973, another book, The Relevance of Education.
The curriculum includes lesson blocks on farming (age 9 or 10), animals (age 10 or 11), plants (age 11 or 12), as well as geology, human biology and astronomy (age 12 or 13). [ 7 ] At secondary school, Waldorf schools study the historical origins, cultural background, and philosophical roots and consequences of scientific discoveries.
Another important contributor to the inquiry method in education is Jerome Bruner. His books The Process of Education and Toward a Theory of Instruction are landmarks in conceptualizing learning and curriculum development. He argued that any subject can be taught in some intellectually honest form to any child at any stage of development.
Concept attainment for in education and learning is an active learning method. Therefore, learning plans, methods, and goals can be chosen to implement concept attainment. David Perkin's Work on Knowledge as Design, Perkin's 4 Questions outline learning plan questions: [17] 1) What are the critical attributes of the concept?
New math was also a result as well as the spiral curriculum—-learning about and using basic concepts that would be revisited at subsequent levels. Jerome Bruner is an educational psychologist associated with this conference and with the spiral curriculum. The textbook revolution was another result of Woods Hole.
This learning process was based on the work of an American psychologist, Jerome Bruner. In the 1960s, Bruner found that people learn in three stages by first handling real objects before transitioning to pictures and then to symbols. [24] The Singapore government later adapted this approach to their math curriculum in the 1980s.