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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 ...
In accordance with this understanding of learning, Bruner proposed the spiral curriculum, a teaching approach in which each subject or skill area is revisited at intervals, at a more sophisticated level each time. First there is basic knowledge of a subject, then more sophistication is added, reinforcing principles that were first discussed.
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. [3] [4]
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Discovery learning is depicted as a way for students to learn the given curriculum on their own accord and built upon it with their experiences. Spiral learning was Bruner's idea that similar topics can be taught to any age, but according to the stage of thought. [3] David Kolb drew inspiration from Kurt Lewin, John Dewey, and Jean Piaget to ...
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.
Concept learning, also known as category learning, concept attainment, and concept formation, is defined by Bruner, Goodnow, & Austin (1956) as "the search for and testing of attributes that can be used to distinguish exemplars from non exemplars of various categories".