Jerome Bruner
Jerome Bruner (1915–2016)
Key Contribution / Core Idea
Advocated discovery learning and the spiral curriculum — revisiting key ideas at increasing levels of complexity.
Background / Context
American psychologist influenced by both Piaget and Vygotsky. Active in curriculum reform in the US and UK in the mid-20th century.
Main Theories / Methods
Discovery learning: students learn best when they discover principles themselves, not just receive facts.
Spiral curriculum: any subject can be taught to any child, if structured correctly; revisit key ideas progressively.
Modes of representation: enactive (action), iconic (images), symbolic (language).
Relevance to Modern KS3/4 Teaching
Supports the spiral design of UK science and maths curricula (e.g., fractions taught at KS2, revisited at KS3/4 with more depth).
Discovery learning underpins practical science experiments and investigative maths.
Encourages teaching that connects new material to prior knowledge.
How His Ideas Link to Others
Expanded Piaget’s developmental focus with more emphasis on curriculum.
Adopted and spread Vygotsky’s scaffolding ideas.
Strengths and Appeal
Very influential in curriculum design.
Encourages deeper understanding over rote memorisation.
Criticisms and Limitations
Pure discovery learning can be inefficient without guidance.
Requires skilled teachers to balance freedom with structure.
Legacy / Lasting Influence
The spiral curriculum is still central to national curricula worldwide.
Ideas of scaffolding and discovery remain embedded in teaching strategies.
Further Reading
Bruner, The Process of Education (1960).
Smith, Jerome Bruner (2002).