Bibliografías temáticas / Jerome Bruner

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Literatura académica sobre el tema "Jerome Bruner"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Jerome Bruner"

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Pound, Linda. "Jerome Bruner". Nursery World 2016, n.º 18 (5 de septiembre de 2016): 16–17. http://dx.doi.org/10.12968/nuwa.2016.18.16.

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Dos Santos, Andréia Mendes y Alexandre Anselmo Guilherme. "Lembrando Jerome Bruner". Educação 39, n.º 2 (2 de septiembre de 2016): 144. http://dx.doi.org/10.15448/1981-2582.2016.2.25012.

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Kurniawan, Wibisono Yudhi. "Implementasi Teori Belajar Konstruktivistik Jerome Bruner dalam Pembelajaran Pendidikan Agama Islam di SMP Negeri 9 Yogyakarta". ISLAMIKA 3, n.º 1 (31 de enero de 2021): 21–37. http://dx.doi.org/10.36088/islamika.v3i1.917.

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The effectiveness of implementation Islamic course depends on the approach that is used, moreover the constructivist learning theory can help teachers to solve learning problems. Research method that is used is observation, interview, and documentation. The aims of the research are (1) to get to know the implementation of Jerome Bruner learning theory in Islamic course. (2) To examine the supporting aspects and inhibition in the implementation of Jerome Bruner learning theory (3) To discover the problem solution in the implementation of Jerome Bruner learning theory in Islamic course. Based on the data analysis, the conclusion are: (1) the implementation of Jerome Bruner learning theory in Islamic course to create fun learning for students, and its implementation in Islamic course in VII grade of Junior High School 9 Yogyakarta has applied effectively based on the principal and the learning procedure. (2) In the implementation of Jerome Bruner learning theory has run well, hence completed with the supporting factors and inhibition factors. (3) The problem solving of Jerome Bruner learning method in Islamic course are teaching some characters in students such as self-confidence and tolerance the improvement of teachers quality through training participation, workshop, etc. also improving the students learning motivation.
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Mahecha, Miguel. "Jerome Bruner (1915-2016)". Entornos 29, n.º 2 (30 de noviembre de 2016): 445–48. http://dx.doi.org/10.25054/01247905.1602.

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“No recuerdo que me hayan tildado nunca de indeciso.Distraído, abstraído, un poco au-delà de la bataille esosí. Pero no carente de convicciones ni de disposición aactuar. No, no llegué a ser hombre de acción. Nunca seme ocurrió entrar en negocios, aunque eso hubiese sidolo familiar y ‘obvio’. Creo que estuve más interesado enconstruir mundos posibles que en tratar de probar queestaba en el lugar adecuado”.
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Pléh, Csaba. "Jerome Bruner (1915–2016)". Magyar Pszichológiai Szemle 71, n.º 3 (septiembre de 2016): 559–61. http://dx.doi.org/10.1556/0016.2016.71.3.8.

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Siciliani Barraza, José María. "Contar según Jerome Bruner". Itinerario Educativo 28, n.º 63 (12 de junio de 2014): 31. http://dx.doi.org/10.21500/01212753.1480.

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Después de definir qué se entiende por relato, el artículo resume en doce puntos esenciales lo que Jerome Bruner afirma sobre el arte de contar. Se estudian temas como la concepción interpretativa del arte de narrar, pasando –entre otros temas– por el estudio de la relación entre interioridad y exterioridad y relato, hasta llegar a la narración como un acto subversivo. Estas doce aristas configuran la noción de narración en el pensamiento de J. Bruner.
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Martin, Estelle. "Jerome Bruner; Lilian Katz". Early Years Educator 10, n.º 4 (julio de 2008): 21–23. http://dx.doi.org/10.12968/eyed.2008.10.4.30903.

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Greenfield, Patricia Marks. "Jerome Bruner (1915–2016)". Nature 535, n.º 7611 (julio de 2016): 232. http://dx.doi.org/10.1038/535232a.

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TOMASELLO, MICHAEL. "Jerome Seymour Bruner [1915–2016]". Journal of Child Language 43, n.º 5 (28 de julio de 2016): 967–68. http://dx.doi.org/10.1017/s0305000916000374.

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Haste, Helen y Howard Gardner. "Jerome S. Bruner (1915–2016)." American Psychologist 72, n.º 7 (octubre de 2017): 707–8. http://dx.doi.org/10.1037/amp0000183.

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Tesis sobre el tema "Jerome Bruner"

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Abarca, Cordero Julio César. "Jerome Seymour Bruner (1915-2016)". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/102410.

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Rabatini, Vanessa Gertrudes [UNESP]. "A concepção de cultura em Bruner e Vigotski: implicações para a educação escolar". Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92407.

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Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-13Bitstream added on 2014-06-13T19:53:54Z : No. of bitstreams: 1 rabatini_vg_me_arafcl.pdf: 523069 bytes, checksum: 37bf69972304695072e774d98fcf417a (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa de mestrado teve como objetivo analisar a concepção de cultura em obras selecionadas do psicólogo norte-americano Jerome Bruner e do psicólogo soviético Lev Semenovich Vigotski e as suas implicações para a Educação Escolar. Este trabalho é fruto de uma pesquisa de iniciação científica, que analisou as concepções de escola em autores contemporâneos sob a perspectiva da Teoria da Atividade, comparando-as com as ideias pedagógicas contidas nos trabalhos de Vigotski, Leontiev e Luria. No decorrer dessa pesquisa constatou-se que muitas dessas concepções sobre a escola eram perpassadas pela questão da cultura. Portanto, com o objetivo de um estudo aprofundado, selecionamos autores como Bruner e Vigotski porque ambos desenvolveram uma concepção de cultura que traz várias implicações para a Educação Escolar na atualidade. Para analisar a cultura nas obras de Bruner e Vigotski, procedemos inicialmente a uma primeira leitura exploratória por meio da qual apreendemos de suas obras núcleos teóricos conceituais, sejam eles: universo simbólico, narrativa e comunidade cultural, para o primeiro autor; e natureza social do psiquismo, signos ou instrumentos culturais e função psíquica superior, para o segundo autor. Feito isso, realizamos uma análise comparativa dessa concepção e constatamos que Bruner transita em um veio fenomenológico hermenêutico, afirmando premissas da pós-modernidade e do multiculturalismo; enquanto Vigotski em uma vertente materialista histórico-dialética sustenta a ontologia do ser ligado à sua historicidade e às relações sociais. No que tange a análise dialética singular-particular-universal, concluímos que a concepção de cultura entre os dois autores se distancia. Para Bruner essa concepção é focada na particularidade aparente, já Vigotski, entende que a prática humana, na qual se inclui a produção da cultura,...
The objective of this master’s research was to analyze the concept of culture in selected works of the North American psychologist, Jerome Bruner, and of the Soviet psychologist, Lev Semenovich Vigotski, and the implications for school education. This work is the result of scientific initiation research and is an analysis of the concept of school in the writings of contemporary authors, from the perspective of the activity theory, comparing these concepts with the pedagogical ideas in the work of Vigotski, Leontiev and Luria. During the research, it was found that many of these concepts of school are imbued with the issue of culture. In order to carry out an in-depth study, we selected authors like Bruner and Vigotski, as both developed a concept of culture that has various implications for school education today. To analyze the concept of culture in the work of Bruner and Vigotski, we began with an initial exploratory reading through which we grasped the existence in their work of a theoreticalconceptual unity, as follows: symbolic universe, cultural narrative and community in the case of the first author, and the social nature of psychism, signs or cultural instruments, and superior psychic function, in the case of the second author. That done, we carried out a comparative analysis of this conception and found that Bruner follows a hermeneutic phenomenological vein, affirming the premises of postmodernism and multiculturalism, while Vigotski, from a materialistic, historical-dialectic angle, supports the ontology of being linked to his historicity and social relations. With regard to the singular-particular-universal dialectic analysis, we concluded that the conception of culture is distant when comparing these two authors. For Bruner, the conception is focused on particularity, while for Vigotski, it is human practice, including the production of culture, which always contains the ... (Complete abstract click electronic access below)
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Keith, Laura Helene. "A Pedagogical and Educational Examination of The First Month At The Piano by Mana-Zucca". Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/318.

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The First Month at the Piano by Mana-Zucca, published in 1935, is a pioneering piano method to be taught by rote, supporting sound before sight learning theories, to the pre-school student. It differs from the Suzuki method in that The First Month at the Piano uses short, repetitive patterns, intrinsic to the Edwin Gordon Music Learning Theory. The First Month at the Piano has been compared to educational theories and has been found to follow Lev Vygotsky's theory of scaffolding and Jerome Bruner's principles of structure, readiness for learning, and motivation. The First Month at the Piano has been shown to provide a wide variety of sensory experiences for the pupil and establish a comfort and familiarity with the instrument. After completing the method, the pupil will have a solid aural foundation at the piano and will be fully prepared for primer level notation. It is a highly adaptable method and modified versions were made from the originals which would be of interest to today's teachers of pre-school piano students. Incorporation of interactive MIDI with electronic keyboards would enhance the students' learning experiences and be a direction to follow for future use of this method.
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Kretzschmar, Jérôme [Verfasser], Thorsten [Gutachter] Stumpf y Eike [Gutachter] Brunner. "NMR Spectroscopic Investigation of Lanthanide, Actinide, and Selenium Containing Complexes Related to the Environment or Nuclear Waste Disposals / Jerome Kretzschmar ; Gutachter: Thorsten Stumpf, Eike Brunner". Dresden : Technische Universität Dresden, 2019. http://d-nb.info/1226901328/34.

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Croft, Margaret Louise. "A comparative analysis of the violin teaching methods of Shinichi Suzuki and Paul Rolland with reference to the theories of Jerome Bruner". Thesis, 1987. http://hdl.handle.net/10413/2058.

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(9189365), Anthony A. Lowe. "The Theory of Applied Mind of Programming". Thesis, 2020.

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The Theory of Applied Mind of Programming (TAMP) provides a new model for describing how programmers think and learn. Historically, many students have struggled when learning to program. Programming as a discipline lives in logic and reason, but theory and science tell us that people do not always think rationally. TAMP builds upon the groundbreaking work of dual process theory and classical educational theorists (Piaget, Vygotsky, and Bruner) to rethink our assumptions about cognition and learning. Theory guides educators and researchers to improve their practice, not just their work but also their thinking. TAMP provides new theoretical constructs for describing the mental activities of programming, the challenges in learning to program, as well as a guidebook for creating and recognizing the value of theory.

This dissertation is highly nontraditional. It does not include a typical empirical study using a familiar research methodology to guide data collection and analysis. Instead, it leverages existing data, as accumulated over a half-century of computing education research and a century of research into cognition and learning. Since an applicable methodology of theory-building did not exist, this work also defines a new methodology for theory building. The methodology of this dissertation borrows notation from philosophy and methods from grounded theory to define a transparent and rigorous approach to creating applied theories. By revisiting past studies through the lens of new theoretical propositions, theorists can conceive, refine, and internally validate new constructs and propositions to revolutionize how we view technical education.

The takeaway from this dissertation is a set of new theoretical constructs and promising research and pedagogical approaches. TAMP proposes an applied model of Jerome Bruner's mental representations that describe the knowledge and cognitive processes of an experienced programmer. TAMP highlights implicit learning and the role of intuition in decision making across many aspects of programming. This work includes numerous examples of how to apply TAMP and its supporting theories in re-imagining teaching and research to offer alternative explanations for previously puzzling findings on student learning. TAMP may challenge conventional beliefs about applied reasoning and the extent of traditional pedagogy, but it also offers insights on how to promote creative problem-solving in students.


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Libros sobre el tema "Jerome Bruner"

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Takaya, Keiichi. Jerome Bruner. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6781-2.

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Marsico, Giuseppina, ed. Jerome S. Bruner beyond 100. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25536-1.

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R, Olson David. Jerome Bruner: The cognitive revolution in educational theory. London: Continuum International Pub. Group, 2007.

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Introducing Bruner: A guide for practitioners and students in early years education. London: Routledge, 2011.

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In search of pedagogy: The selected works of Jerome S. Bruner. London: Routledge, 2006.

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David, Bakhurst y Shanker Stuart, eds. Jerome Bruner: Language, culture, self. London: SAGE, 2001.

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Jerome Bruner: Language, Culture, Self. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2001. http://dx.doi.org/10.4135/9781446217634.

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(Editor), David Bakhurst y Stuart G. Shanker (Editor), eds. Jerome Bruner: Language, Culture and Self. Sage Publications Ltd, 2001.

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Perspectives on learning from Jerome Bruner. Portsmouth: Portsmouth Polytechnic, Educational Development Unit, 1985.

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Marsico, Giuseppina. Jerome S. Bruner beyond 100: Cultivating Possibilities. Springer, 2019.

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Capítulos de libros sobre el tema "Jerome Bruner"

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Takaya, Keiichi. "From Early Bruner to Later Bruner". En Jerome Bruner, 33–45. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6781-2_4.

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Takaya, Keiichi. "Becoming Bruner". En Jerome Bruner, 1–6. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6781-2_1.

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Verastigi, Brenda L. y Bernadette Hassan Solórzano. "Bruner, Jerome Seymour". En Encyclopedia of Child Behavior and Development, 305–6. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_443.

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Takaya, Keiichi. "Psychology as a Human Science". En Jerome Bruner, 7–16. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6781-2_2.

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Takaya, Keiichi. "Learning by Discovery". En Jerome Bruner, 17–32. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6781-2_3.

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Takaya, Keiichi. "Improving Our Schools". En Jerome Bruner, 47–56. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6781-2_5.

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Seel, Norbert M. "Bruner, Jerome S (1915–)". En Encyclopedia of the Sciences of Learning, 488–91. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1859.

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Ozdem-Yilmaz, Yasemin y Kader Bilican. "Discovery Learning—Jerome Bruner". En Springer Texts in Education, 177–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_13.

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Rannikmäe, Miia, Jack Holbrook y Regina Soobard. "Social Constructivism—Jerome Bruner". En Springer Texts in Education, 259–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_18.

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Delval, Juan. "Meetings with Jerry Bruner". En Jerome S. Bruner beyond 100, 103–5. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25536-1_8.

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Actas de conferencias sobre el tema "Jerome Bruner"

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Danieli Clementino Araújo, Maria, Cynthia Altair Carvalho, Antônia Lisboa Rodrigues Reis y Cícero Thiago G. dos Santos. "AS IMPLICAÇÕES DA TEORIA DE JEROME BRUNER NO ENSINO DE MHS". En II Congresso Internacional das Licenciaturas. Instituto Internacional Despertando Vocações, 2015. http://dx.doi.org/10.31692/2358-9728.iicointerpdvl.2015.00111.

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