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1、CognitiveDevelopmentApplicationstoEducationPiagetVygotskyApplyingthetwotheoriestoaneducationalcontextOy!..teachthemusingmyway?No!..teachthemusingmyway?Mainpointofthissection..Toevaluatehowtheoryisusedinclassroom–NOTtojustevaluatePiaget’sstagesorVygotsky’stheory...CLASSROOMCLIPClip2BasicAssumptions
2、PiagetVygotskyChildCentredApproachChildrenDONOTneedtobetaughtLearnduetobeingdrawnintoEXPERIENCESIftaughtsomethingPREMATURELY(thattheycouldhavediscoveredforthemselves)theyarepreventedfromevercompletelyunderstandingit.TeacherCentredApproachDesiretolearnisanOUTCOMEoflearningratherthanaprerequisitefor
3、learningEXPERTGUIDANCEneededtomovechildthroughZPDWithoutACTIVEINTERVENTIONthechildlearnslessActivityPosterteachToGroups1.ApplyingPiagettheorytoeducation-Discoveryl/readiness2.ApplyingVygotskytheorytoeducation-peertutoring/scaffolding3.Evaluation–PiagetvsVygotsky4.Evaluation+IDA+A03Forinfo..Discove
4、ryLearningBothPiagetandVygotsky’stheoriesuse‘discoverylearning’Knowledgeis‘constructed’individually(Piaget)andsocially(Vygotsky)Learningisconstructionofknowledgei.e.discoveryPiaget’sDiscoveryLearningTeacherUsematerials&questionsChallengecurrentschemasCausingDisequilibrium/AccomodationConstructiono
5、fnewschemasChildrenlearnbyconstructingtheirownknowledgewhenplacedin‘novel’situationsTeacherstandsback-allowsthechildtoworkoutproblemforthemselvesPeersareimportantinpresentingconflictandbreakingdownegocentrismChildneedstobe‘ready’foreachdevelopmentallearningstage-otherwise..“childwillnotunderstandt
6、hem”Piaget’sDiscoveryLearningPiaget’sDiscoveryLearningUseof‘concretematerials’inschoolcurriculumforteachingyoungchildrenChildrenneedthechancetomanipulateconcreteobjectswhenfirstlearning‘a(chǎn)bstract’principlesUsedinMontessoriapproachtoteachingpre-schoolchildrenPiaget’sDiscoveryLearning--Evaluation--+B
7、igimpactoneducationinUK+PlowdenReport(1967)Recommendedchangefrom‘teachercentred’to‘childcentred’learningbasedondiscoverylearning-ImportanceofReadinessBryant&Trabasso(1971)foundthatpracticecanimproveperformancewhe
