Who proposed the theory of constructivist learning?

→ In the neuro-cognitive context of the 'Theory of Sociocultural Development', regarding the interrelation between Lev Vygotsky's 'Zone of Proximal Development' (ZPD) and 'Scaffolding', the neuro-biological nature and inter-cognitive processing, language-mediation, and social mediation activation dynamics between the brain's 'Prefrontal Cortex', 'Superior Temporal Gyrus' (Wernicke's Area), and 'Inferior Frontal Gyrus' (Broca's Area), and Jerome Bruner's 'Instructional Scaffolding', and their implications for modern primary inclusive classroom teaching, collaborative learning, sociocultural pedagogy, and the promotion of self-regulation, higher-order cognitive skills, and holistic interactive development in students, which of the following statements is most appropriate and true? → In the neuro-cognitive context of Jean Piaget's Cognitive Development Theory, regarding the neuro-biological nature of the 'Formal Operational Stage' (abstract thinking and deductive reasoning) proposed by Piaget, and the activation dynamics of executive control, abstract hypothesis generation, and logical flexibility among the 'Dorsolateral Prefrontal Cortex' (DLPFC), 'Parietal Cortex', and 'Anterior Cingulate Cortex' (ACC), along with the interrelationships of Jerome Bruner's 'Symbolic Representation' model and their implications for modern primary inclusive classroom teaching, 'Neuro-Cognitive Optimized Pedagogy', and the enhancement of scientific perspective, problem-solving skills, and holistic emotional-cognitive proficiency in students, which of the following statements is most appropriate and true? → Under Jerome Bruner's 'Cognitive Development Theory', a central concept is the 'Spiral Curriculum', defined as an educational approach where difficult subjects or complex concepts are initially presented in a simple, concrete, and intuitive manner during early developmental stages, and as the learner's age, intellectual maturity, and cognitive capacity develop, the same subject is revisited repeatedly in higher grades with increasing depth, complexity, and formal rationality. Regarding its psychological implications and scientific implementation for reinforcing prior knowledge and fostering abstract thinking in classroom teaching, which of the following psychological statements is most authentic and scientifically valid? → In the neuro-cognitive context of Lev Vygotsky's 'Sociocultural Theory of Development', regarding the neuro-biological nature of the 'Zone of Proximal Development' (ZPD: the gap between actual developmental level and potential developmental level) proposed by Vygotsky, the reciprocal social interactions among the 'Dorsolateral Prefrontal Cortex' (DLPFC - capacity for executive control and receiving guidance), the 'Mirror Neuron System' (MNS - processing of other individuals' behavior, imitation, and social simulation), and the 'Superior Temporal Sulcus' (STS - comprehension of social and verbal cues), the activation dynamics of synaptic synchronization and neuroplasticity during scaffolding, and the reciprocal interrelations of Jerome Bruner's concept of 'scaffolding' along with their implications in modern primary inclusive classroom teaching, 'Neuro-Sociocultural Optimized Scaffolding Pedagogy', and the enhancement of collaborative problem-solving, inner speech development, and holistic emotional-cognitive proficiency in students, which of the following statements is most appropriate and true? → In the context of the neuro-cognitive theories of concept formation and conceptual development, regarding the modes of representation (Enactive, Iconic, Symbolic) proposed by Jerome Bruner, the sensorimotor integration, activation dynamics of symbolic abstraction and categorization among the visual cortex, angular gyrus, and prefrontal cortex, and their interrelationships with Jean Piaget's stages of cognitive development, along with implications for modern primary inclusive classroom teaching, discovery learning strategies, and the enhancement of logical thinking, hierarchical organization, and higher-order cognitive skills in students, which of the following statements is most appropriate and true? → In the neuro-cognitive context of 'Teaching-Learning Methods and Strategies', regarding the neuro-biological nature of the 'Project Method or Experiential Learning' (Experience, Reflection, Consolidation, and Application) propounded by John Dewey, the activation dynamics of emotional appraisal, contextual knowledge integration, and action-based plasticity among the brain's 'Insula', 'Ventromedial Prefrontal Cortex' (vmPFC), and 'Motor Cortex', and the interrelationships with Jerome Bruner's 'Discovery Learning Theory', along with their implications for modern primary inclusive classroom teaching, 'Neuro-Experiential Optimized Pedagogy', and the enhancement of critical thinking, problem-solving, and holistic cognitive-emotional competence in students, which of the following statements is most appropriate and true? → Who propounded the theory of Discovery Learning? → Who gave the concept of Discovery Learning?