Constructivist Theory of Learning Piaget & Vygotsky’s Views Megan A. Armstrong Eastern New Mexico University Dr. Hodges; Methods 406

Two Men – Two Theories of Learning Piaget (1896-1980) Vygotsky (1896-1934) Piaget’s Theory: Involves four stages of development Sensorimotor stage Preoperational stage Concrete Operations stage Formal Operations stage Vygotsky’s Theory: Based on the idea that children are influenced and moved toward deeper understanding by adults and more advanced peers. Zones of Proximal Develomment (ZPD) are used by adults to guide children or scaffold their learning. Piaget used the term adaptation to refer to learning, and believed that assimilation and accommodation were the two sides of adaptation – or how children learned.

Constructivism in relation to Piaget & Vygotsky Each child develops differently, and constructs their own learning. Cognitive development will effect what concepts are able to be grasped. Children are not born with innate knowledge, but construct it based on their developmental stage & cognitive ability. Constructivism and Vygotsky’s theory of ZPD – are great partners! Vygotsky believed that children are better able to construct meaning when *guided by adults or a more advanced peer. *(Guidance is not necessarily direct teaching but engagement & conversation)

Science To Do This: Students must be involved in first-hand exploration and investigation through employing inquiry and process skills. Instruction must build on student’s conceptual frameworks. Content must be organized on the basis of broad conceptual themes. Mathematics and communication must be made an integral part of science instruction. The National Science Teacher’s Association says, “The elementary science program must provide opportunities for students to develop understandings and skills necessary to function productively as problem-solvers in a scientific and technological world” (quoted in Martin, pg 63)

Classic Theories & Instruction in Science Today! Piaget (1896-1980) Vygotsky (1896-1934) Four Stages of Development Zone of Proximal Development To construct meaning from science instruction students must be given developmentally appropriate experiences Not all students will be at the same place developmentally in a classroom Children will either accommodate new information or assimilate new information as they adapt or learn new information – Science instruction should build connections & challenge previous knowledge. Science instruction should be scaffolded by teachers for students Science instruction should be a social activity Not only adults but more advanced peers can help in scaffolding learning Classroom Note: Expect children to be on different levels Know your students Be attentive to how students are interacting with the information & Scientific experience Classroom Note: Evaluate where your students are – so you know their ZPD Group work can be especially beneficial for Science Build upon what your students know – plan genuine experiences

References http://www.newworldencyclopedia.org/entry/Lev_Vygotsky http://webspace.ship.edu/cgboer/piaget.html http://constructivist-education.blogspot.com/2006/04/piagets-theory-of-learning-and.html http://www.learningandteaching.info/learning/constructivism.htm Martin, D.J. (2009). Elementary Science Methods: A Constructivist Approach. Belmont, CA: Wadsworth.