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

2. Two Men – Two Theories of Learning
Piaget ( )
Vygotsky ( )
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.

3. 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)

4. 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)

5. Classic Theories & Instruction in Science Today!
Piaget ( )
Vygotsky ( )
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

6. References http://www.newworldencyclopedia.org/entry/Lev_Vygotsky
Martin, D.J. (2009). Elementary Science Methods: A Constructivist Approach. Belmont, CA: Wadsworth.