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8/7/2019 Piaget s Theory
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Piagets Developmental
Theory
- Interest in epistemology
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Piagets ideas about human learning
People are active processors of
information. Human beings are
actively involved and interpreting andlearning from the events around them.
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Piagets ideas about human learning
Knowledge can be described in terms
of structures that change with
development. Piaget proposed the concept of
schema
As children develop, new schemesemerge and integrated with each
other into cognitive structures
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Piagets ideas about human learning
Cognitive development result from the
interactions that children have with
their physical and social environments A child explores his world, they began
to discover that they hold a
perspective of the world uniquely theirown
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Piagets ideas about human learning
According to Piaget, people interact
with their environment through to
unchanging processes known asassimilation and accommodation
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Piagets ideas about human learning
In accommodation, an individual
either modifies an existing scheme or
forms a new one to account for thenew event
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Piagets ideas about human learning
In assimilation, an individual interacts
with an object or event in a way that is
consistent with an existing scheme
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Piagets ideas about human learning
People are intrinsically motivated to try to
make sense of the world around them.
People are sometimes in the state ofequilibrium, they can comfortably explain
new events in terms of their existing
schemes.
However at times they can encounterevents they cannot explain our sense of this
is called disequilibrium, a mental discomfort
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Piagets four stages:
Sensorimotor stage:
Preoperational stage
Concrete Operations
Formal Operations
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Sensorimotor stage:
From birth until 2 years old
Children aware of objects that are
directly before them
Ex: game of peek-a boo is enjoyed
by infants
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Preoperational stage
2 years until 6 to 7 years old
Stage of language development
Expanding children vocabularies
reflect the many new mental schemes
that are developing
This stage is characterized by alogical thinking
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Example:
Young children cannot understand
conservation of liquid. They think ataller glass has more water than a
short glass even though both have the
exact same amount of water.
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Concrete Operations
Third stage of cognitive development
6 or 7 years old and continues until
they are about 11 or 12 years old Children think logically about
conservation problems and othersituations
They can apply their logicaloperations only to concrete,observable objects and events
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Formal Operations
The fourth and final stage
Children are 11 or 12 years of age
The child develops the ability to
reason with abstract, hypothetical
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Vygotskys developmental theory
Russian psychologist conducted
studies of childrens thinking
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Vygotskys developmental theory
Complex mental processes began as
social activities
Children analyze these processes anduse them independently of those
around him
Vygotsky called this process of socialactivities being internalized as mental
activities internalization
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Vygotskys developmental theory
Children often accomplish more
difficult tasks when they have the
assistance of other people moreadvanced and competent than
themselves
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Vygotskys developmental theory
Tasks within the zone of proximal
development promote maximum
cognitive growth He can learn something with the
assistance of others. Without such
assistance, he would not be able to
learn the subject
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Vygotskys developmental theory
The ideas of scaffolding learning comes
from Vygotskys zone of proximal
development theory Scaffolding refers to learning situations in
which adults and other more competent
individuals provide some form of guidance
or structure that enable students to engage
in learning activities within their zone of
proximal development
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General educational implications of
cognitive theories:
Cognitive processes influencelearning
Learning difficulties often indicateineffective or inappropriate cognitiveprocesses. Ex: children with learningdisabilities tend to process information
less effectively Teacher aware of what students are
learning
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General educational implications of
cognitive theories:
As children grow, they become
capable of increasingly more
sophisticated thought
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General educational implications of
cognitive theories:
People organize the things they learn.Teacher can facilitate students
learning by presenting information inan organized manner
This organization should reflectstudents previous knowledge and
show how one thing relates to theother (helping students understandand make connections)
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General educational implications of
cognitive theories:
New information is most easily
acquired when people can associate it
with things have already learned Teachers should then show how new
ideas relate to previous learning
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General educational implications of
cognitive theories:
People control their own learning
Students determine what things will
be learned and how they will belearned
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General educational implications of
cognitive theories:
Cognitivism has affected educational theory byemphasizing the role of the teacher in terms ofthe instructors effectiveness of presentation of
instructional material in a manner that facilitatesstudents learning
Example: helping students to review andconnect previous learning on topic beforemoving to new ideas about that topic, helping
students understand the material by organizingit effectively, understanding differences instudents learning styles