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gl/krK4WMMwD4ZcBNw16
JEAN PIAGET’S THEORY(1896-1980)

— At first, Piaget had an interest in the

structure of the animal body
(zoology)
— However, his focus shifted to
mental structure.
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JEAN PIAGET’S THEORY
 Piaget argues that since birth, babies are constantly looking for and
responding to stimuli which are called adaptations.
 Adaptations happen through two process
 Asimilation
: responses based on things that have been obtained
 Acomodation : adjustment of a response
JEAN PIAGET’S THEORY(1896-1980)
Believed there were 4 stages children progressed through for learning
 Sensorimotor: 0-2 years old
 the existing motor intelligence is visible, there is no language in the early stages
 Preoperational: 2-7 years old
 Children think egocentrically, more intuitive than logical thinking. not quick to do
conservation
 Concrete Operational: 7-11 years old
 can do logical conservation about numeric
 Formal Operational : 11-
 completethinking, proportional thinking, ability to overcome hypotheses,
development of strong ideals.
IMPLICATION OF COGNITIVE CONSTRUCTIVIST
 Information that can be immediately understand and use cannot be “given”.
 Learners must “construct” their own knowledge. - Knowledge is built
through experience.
TWO KEYS PRINCIPLES FOR TEACHING AND
LEARNING
  Learning is an active process
 Learning should be meaningful and based on the real world 
 COMPONENT OF THEORY OF COGNITIVE
CONSTRUCTIVIST

(SHARMA&POONAM,2016)

Scheme Assimilation Accomodation Equilibrium

CHARACTERISTIC OF COGNITIVE CONSTRUCTIVISM

CHARACTERISTIC COGNITIVE CONSTRUCTIVISM

Role of heredity and environment They interact, but biology of cognitive structures is
primary
Relationship between development and learning Development preccedes learning
Nature of Development

How to view student’s level of development Stage, stage mixture

Educational implication of key mechanism Equilibration

Recommended methods of learning Induce cognitive recognation to create higher level

thinking
Actively constructing knowledge by interacting Discovery, Inquiry, Problem-based Solving,
with the environment Project-based Learning

Motivation
Instrinsic

HTTPS://WWW.RESEARCHGATE.NET/FIGURE/CHARACTERISTICS-OF-COGNITIVE-AND-SOCIAL-
CONSTRUCTIVISM_TBL1_285580466
DISCOVERY LEARNING
A method of a Inquiry-Based Instruction that encourage learners to build on
past experience and knowledge, use their intuition, imagination and
creativity, and search for new information to discover facts, correlations and
new truths (Bruner, 1961)
PRINCIPLES OF DISCOVERY LEARNING
1. Problem solving
2. Learner management
3. Integrating and connecting
4. Information analysis and interpretation
5. Failure and Feedback
PROJECT-BASED LEARNING
“Project-based learning (PBL) is a model that organizes learning around
projects” (Thomas, 2000)

Characteristics (Klein, Joel)

1. Leads students to invastigate important ideas and questions
2. Is framed around a inquiry process
3. Is differentiated according to student needs and interests
4. Is driven by student independent production and presentation rather than
teacher delivery of information
5. Requires the use of creativity thinking, critical thinking, and information
skills to invastigate
6. Conclusion, create content
7. Connect to real world and authentic problems and issues
 IS PIAGET WRONG?
An article by
John crossland
 Piaget’s theories of the structure of knowledge, constructivist learning and
stages of development in thinking have been a cornerstone of cognitive
psychology and teacher education for half a century.

 More recently, his ideas about stages of cognitive development have received
criticism from many quarters (Weiten, 1992), including from neurological
research.
 In Piaget’s defence, in common with all theories, a product of their time
based upon the evidence available.

 For example, from astronomy, two philosophical views of the structure of the
universe arose in Greece over 2000 years ago:
 Here we have shown that Piaget is not wrong and that when you review
Piaget’s ideas with reference to new evidence from brain research you can
see that some of his basic principles are still relevant to teaching today.
 His constructivist views fit very neatly with the undeniable flexibility of the
brain to respond and grow as the result of experience.

 His ideas about the structure of knowledge also fit with the brain’s flexibility
to grow from experience and restructure itself into more complex forms. The
structure of the brain network related to a concept grows both internally and
with connections to other networks
 It is now clear that Piaget’s proposal that the brain undergoes a whole-brain
change in thinking is not a full interpretation. It is context specific. The
contexts include experiences related to conceptual, cultural, social and
emotional factors.

 For example, is Bloom’s Taxonomy still relevant, whether the original or the
revised version? (
Piaget View Cognitive and Language Development

Vygotskian View Cognitive and Language Development

 REFERENCES
Piaget, J., & Inhelder, B. (1969) The psychology of the child. New York:
Basic Books
Brunner, J.S (1961) The act of discovery. Harvard Educational Review, 31 (1)
Klein, Joel I. ( ) Project-Based Learning: Inspiring Middle School Students to
Engage in Deep and Active Learning. New York: NYC Department of
Education
Sharma, Hemant & Poonam (2016) Constructivit Approach for Teaching
English: Making Sense of Paradigm Shift from the Traditional Approach.
International Journal of Science and Research.
Suharno (2010) Cognitivsm and Its Implication in The Second Language
Learning. PAROLE: Journal of Linguistics and Education
John crossland (2015) Is Piaget Wrong? . Primary Science