A Critical Discourse of the Impact of Brunner’s Social Constructivist Theory on Education in Nigeria

Abstract

The influential contributions of Jerome Brunner’s Social Constructivist Theory have left an indelible impact on the field of education and particularly in the context of Nigeria. Additionally, Bruner's has implications for shaping educational practices in Nigeria subsequent upon its emphasis on active learning, spiral curriculum, and the role of the teacher as a guide in teaching and learning processes. However, a critical evaluation and analysis of the Bruner's theory in the specific framework of education in Nigeria is essential to look at an aspect of the curriculum, pedagogy, and assessment thoughtfully and to verify how Brunner’s constructivist principles support and enhance the Nigerian educational perspective. Therefore, this work is a careful critique of the Brunner’s Social Constructivist theory in line with predominant goals of the Nigerian curriculum and to suggest further ways to ensure effective implementation and positive learning environment in diverse educational settings across Nigeria.