A THEORETICAL ESSAY ON JEROME BRUNER'S PERSPECTIVE AND SCIENCE EDUCATION

Authors

DOI:

https://doi.org/10.66104/ha1mem86

Keywords:

Learning theory; Discovery learning; Spiral curriculum; Scientific inquiry; Scientific literacy

Abstract

This theoretical essay, developed during a master's dissertation at a federal public university in the state of Rio Grande do Sul, aims to analyze the contributions of Jerome Bruner's theory to Science Education, highlighting its implications for the organization of investigative pedagogical practices and for the development of scientific thinking. Based on a cognitivist perspective, the study discusses central concepts of Bruner's theory, such as discovery learning, the spiral curriculum, and modes of knowledge representation, highlighting their potential for overcoming traditional approaches centered on the transmission of content. It argues that, by incorporating these assumptions, Science Education can favor the active participation of students in the construction of knowledge, promoting investigation, problematization, and understanding of natural phenomena. Through this qualitative article, a dialogue is established with authors in the field of science education, such as Anna Maria Pessoa de Carvalho, Juan Ignacio Pozo, and Attico Chassot, whose contributions reinforce the importance of investigative practices and scientific literacy in the school context. Therefore, Bruner's theory can be considered a current and relevant reference point, offering a solid foundation for building a critical and reflective science education.

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Author Biographies

  • Daniele Seixas Lopes, Universidade Federal do Pampa (Unipampa), Brasil

    Graduada em Ciências Exatas - Licenciatura, com ênfase em Ciências da Natureza, pela Universidade Federal do Pampa, no Campus de Caçapava do Sul/RS.Foi bolsista do Programa Institucional de Bolsa de Iniciação a Docência (PIBID), no período de 11/2022 até 04/2024. Atualmetne é mestranda em Ensino de Ciências,Graduanda em ABI - Ciências da Natureza e Matemática, e bolsista do PIBID na Unipampa.

  • Elenize Rangel Nicoletti, Universidade Federal do Pampa (Unipampa), Brasil

    Doutora em Educação em Ciências e Licenciada em Ciências Biológicas. Atualmente é professora permanente do Programa de Pós Graduação em Ensino de Ciências (PPGEC) e professora Adjunta na Universidade Federal do Pampa - campus Caçapava do Sul. Tem interesse e atua nos seguintes temas: Metodologias para o Ensino de Ciências; O Ensino de Ciências na Educação infantil e nos Anos inicias; Processos de Ensino e Aprendizagem em Ciências; Educação CTS; Interdisciplinaridade; Políticas Públicas educacionais. Integra o Grupo de Pesquisa EnASCi - Ensino, Aprendizagem e Significados em Ciências, da Unipampa e o Grupo de Pesquisa Estudos em Educação do Campo e Ciências da Natureza, da UFRGS. Em licença gestante nos períodos de 22/07/2020 a 18/01/2021; e 19/04/2023 a 16/10/2023.

References

BRUNER, Jerome S. The process of education. Cambridge: Harvard University Press, 1960. DOI: https://doi.org/10.4159/9780674028999

BRUNER, Jerome S. The act of discovery. Harvard Educational Review, Cambridge, v. 31, n. 1, p. 21–32, 1961.

BRUNER, Jerome S. Toward a theory of instruction. Cambridge: Harvard University Press, 1966.

BRUNER, Jerome S. On knowing: essays for the left hand. Cambridge: Harvard University Press, 1973.

BRUNER, Jerome S. Going beyond the information given. New York: W. W. Norton & Company, 1973.

BRUNER, Jerome S. Acts of meaning. Cambridge: Harvard University Press, 1990.

BRUNER, Jerome S. The culture of education. Cambridge: Harvard University Press, 1996. DOI: https://doi.org/10.4159/9780674251083

BRUNER, Jerome S. A cultura da educação. Porto Alegre: Artmed, 2001.

CARVALHO, Anna Maria Pessoa de. Ensino de Ciências por investigação: condições para implementação em sala de aula. São Paulo: Cengage Learning, 2013.

CHASSOT, Attico. Alfabetização científica: questões e desafios para a educação. 6. ed. Ijuí: Unijuí, 2014.

DEWEY, John. Experience and education. New York: Macmillan, 1938.

DRIVER, Rosalind; ASOKO, Hilary; LEACH, John; MORTIMER, Eduardo; SCOTT, Philip. Construindo conhecimento científico na sala de aula. Porto Alegre: Artmed, 1999.

GIL, Antônio Carlos. Métodos e técnicas de pesquisa social. 6. ed. São Paulo: Atlas, 2008.

MARCONI, Marina de Andrade; LAKATOS, Eva Maria. Fundamentos de metodologia científica. 7. ed. São Paulo: Atlas, 2010.

PÉREZ GÓMEZ, Ángel I. A cultura escolar na sociedade neoliberal. Porto Alegre: Artmed, 1998.

POZO, Juan Ignacio; CRESPO, Miguel Ángel Gómez. A aprendizagem e o ensino de Ciências: do conhecimento cotidiano ao conhecimento científico. Porto Alegre: Artmed, 2009.

SASSERON, Lúcia Helena; CARVALHO, Anna Maria Pessoa de. Alfabetização científica: uma revisão bibliográfica. Investigações em Ensino de Ciências, Porto Alegre, v. 16, n. 1, p. 59–77, 2011.

WOOD, David; BRUNER, Jerome S.; ROSS, Gail. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, v. 17, n. 2, p. 89–100, 1976. DOI: https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

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Published

2026-05-01

Issue

Vol. 13 No. 08 (2026): REMUNOM - ISSN 2178-6925

Section

Artigos

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Copyright (c) 2026 Daniele Seixas Lopes, Elenize Rangel Nicoletti, Mara Elisângela Jappe Goi

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How to Cite

A THEORETICAL ESSAY ON JEROME BRUNER’S PERSPECTIVE AND SCIENCE EDUCATION. (2026). REMUNOM, 13(08), 1-16. https://doi.org/10.66104/ha1mem86