PEDAGOGICAL TRANSFORMATION: BRUNER AND TYLER'S LEGACY IN SHAPING LEARNING STRUCTURES
Keywords:
Science Education, Curriculum Development, Jerome Bruner, Ralph Tyler, Educational ParadigmsAbstract
In 1959, a pivotal meeting of thirty-five scholars and educators convened to address the enhancement of science education, sponsored by the National Academy of Science. Jerome Bruner, an influential American psychologist, encapsulated the outcomes of this meeting in his seminal work, "The Process of Education" (1960). This groundbreaking text underscored the significance of imparting a profound understanding of the substance and methodology of science to students. Bruner's emphasis on the structure paved the way for significant advancements in curriculum development, leaving an indelible mark not only on science education but on education as a whole. The conference explored fundamental processes essential for cultivating a sense of scientific understanding among students. The insights derived from this ten-day meeting resonated beyond the realm of science, influencing broader educational paradigms. Bruner's work catalyzed a paradigm shift, steering the focus towards the structural aspects of education. This shift had a lasting impact, leading to the evolution of curriculum development methodologies that went beyond traditional approaches. Simultaneously, in 1957, Ralph Tyler, another prominent American scholar, articulated his unique perspective on curriculum, defining it as "the learning experiences planned and directed by the school to attain its educational goals" (Tyler, 1975). Tyler's contribution added another layer to the discourse on curriculum development, emphasizing the intentional planning and direction of learning experiences within educational institutions. His definition encapsulated the essence of curriculum as a dynamic tool aligned with the broader objectives of education. This abstract encapsulates the transformative period in the mid-twentieth century when educational scholars actively sought to redefine science education. The confluence of ideas at the 1959 meeting set the stage for significant developments, with Bruner and Tyler emerging as key figures shaping the discourse on education and curriculum. The interplay of their perspectives laid the groundwork for a more nuanced understanding of curriculum design, steering education towards a holistic approach that extended beyond the confines of science education.
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