JEAN

PIAGET’S
THEORY
 INTRODUCTION HENRY TIX
SCHEMA THEORY ASELA TIX

PROCESS THAT ENABLE THE SUPUN

TRANSFER OF KNOWLEDGE
Content STAGES OF DEVELOPMENT RISHKA
IMPLICATION FOR EDUCATION CHATHURI

REFERENCE VIHARI
 Introduction
A dominant theory under cognitivism (Duchesne &
McMaugh, 2016).

Jane Piaget lived through (1896 - 1980)

Born in Switzerland and was an averred scholar.

His theory was developed by observing the growth of

his own children (Duchesne & McMaugh, 2016).
Schema theory
• A Schema is: A structural organization of
information that represent an object or experience
(Duchesne & McMaugh, 2016).
• Schema formation begins as the child’s brain
matures prefrontal cortex of the brain (Diamond,
2001).
• These schemas are not concrete.
• The malleability of schemas are evident through
the schema processes (Assimilation,
Accommodation and Equilibrium) (Duchesne &
McMaugh, 2016).
Processes of knowledge transfer
• Jean Piaget (1952; see also Wadsworth, 2004) viewed
intellectual growth as a process of adaptation (adjustment)
to the world.

• Develop schemas through interactions with the environment

• Adaptation is the process moving from cognitive state of

• disequilibrium to a cognitive state of equilibrium using
– Assimilation and
– Accommodation

• Resulting Equilibration.
• Assimilation
– Assimilation is the adjustment of a schema by adding
information.
– Keeping exiting information intact.

• Disequilibrium
– New information contradicts or is different from
existing
– knowledge or schemas.
– Implementation of assimilation and accommodation

• Accommodation
– Change existing schemas accommodate new
information
– Create new schema
• Equilibrium
– Cognitive balance between schema environment.

• Equilibration
– Is a regulatory process that maintains a balance between
assimilation and accommodation to facilitate cognitive
growth.
– Drives the learning process
Stages of development
Sensorimotor Stage Preoperational Stage
• Birth to age 02 • Age 2 to 6
• An infant knowledge is limited to their • Language development
sensory perceptions and motor • Egocentrism
activities.
• The main goal at this stage is
establishing object permanence
Concrete Operational Stage Formal Operational Stage
• Age 7 to 11 • Age 12 +
• Elimination of egocentrism • Children ability to systematically solve
• Children think logically but have a problem in a logical and methodical
difficulty in understanding abstract to way emerge.
hypothetical concepts.
 Implications for Education

• Motivation and Engagement

• Cognitive Development and Learning Styles
• Social and Emotional Learning
• Mental Health and Well-being
• Technology and Cognitive Impact
 • Title of the research: Constructing a Schema: The case of the Chain Rule
(Clark. Et. Al., 1997).
A Case Study • The chain rule is a mathematical theory.
• The study was conducted among undergraduate students.
• Sample size = 41.
• Findings:
– Instructional method had an influence on the student understanding
of the concept.
– Compartmentalization of different forms of math theories was
observed.
– Mixing and matching to solve novel problems was observed among
students who were acquainted with such approaches.
 Reference
• Clark, J. M., Cordero, F., Cottrill, J., Czarnocha, B., DeVries, D. J., St. John, D.,
Tolias, G., & Vidakovic, D. (1997). Constructing a schema: The case of the chain
rule? The Journal of Mathematical Behavior, 16(4), 345–364.
https://doi.org/10.1016/S0732-3123(97)90012-2

• Diamond, A. (2001). Prefrontal cortex development and development of

cognitive functions. The International Encyclopedia of the Social and Behavioral
Sciences, 4(3).

• Duchesne, S., & McMaugh, A. (2016). Educational psychology for learning and
teaching (5th edition). Cengage Learning Australia.

• James, I., Todd, H., & Reichelt, F. K. (2009). Schemas defined. The Cognitive
Behaviour Therapist, 2(1), 1–9. https://doi.org/10.1017/S1754470X08000135