GUIDED EXPLORATION

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GUIDED EXPLORATION
Concrete methods that make learning more concrete
Discovery methods that make learning more active
Inductive methods that make the learning task
more familiar
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BRUNERS THEORY OF COGNITIVE DEVELOPMENT MODES
OF REPRESENTATION
Enactive Representation - using actions to
represent information, dominant mode of
representation in the sensori-motor period (0 to
2 yrs), thought is action Iconic Representation
- using visualization to represent information,
dominant mode of representation during the
preschool years, Piagets conservation tasks are
good examples Symbolic Representation - using
language or other symbols to represent
information, middle childhood and beyond
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CLASSIC STUDY BRUNERS SCREENING STUDY
Participants 5 to 8 year old children who
clearly failed the conservation of liquid
substance task. Step 1 Screen is placed in
front of the beakers before the liquid is poured.
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CLASSIC STUDY BRUNERS SCREENING STUDY
Step 2 Blue liquid is poured from one of the
tall beakers to the wide beaker. Step 3 Child
is asked whether the liquid is still the same
amount.
Results When children do not have the
misleading visual information, they say Its the
same, you only poured it
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DIFFERENT MODES OF REPRESENTATION
SYMBOLIC MODE
ICONIC MODE
3 x 5 ?
2 3 ?
4 - 2 ?
5 - 3 ?
4 7 ?
9 7 ?
12 24
32 - 17
5 x 6 ?
2 ? 7
5 x ? 45
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TEACHING POSITIONAL NOTATION
Array of Beads - Concrete Representation
Color Coded Labels - Intermediate Step
1 0 0
2 0
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Superimposed Labels
1
2
7
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ADDITION WITH CARRYING
Color Coded Squares - Intermediate Step
Short cut Algorithm 1 2 4
6 1 2 7 3 7 3
100
10
10
1
1
1
100
10
10
1
1
1
100
10
10
1
1
1

1
1
1
1
1
1
1
10
10
10
100
100
10
10
10
100
10
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USING CONCRETE MATERIALS TO TEACH THE UNDERLYING
STRUCTURE OF QUADRATIC EQUATIONS
Example (2x 1) (x 2)
X
X
1
X
X2
X2
X
2X2 5X 2
X
X
1
1
X
X
1
1
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IMPLICATIONS OF CONCRETE METHODS

• Research findings are mixed on the usefulness
  of concrete materials
• Students must also reflect on the underlying
  principle, perhaps through discussions with peers
• Once a learner grasps a concept, then
  introduce drill practice to ensure increased
  efficiency
• Computer simulation programs are a good way to
  help students build situation models (e.g.,
  ant problem)