Constructivism Defined Presentation PROFED

Details of cognitive development theory

1. COGNITIVE P S Y C H O L O G Y O F L E A R N E R S DEVELOPMENT Theory = REPORTER

2. JEAN WILLIAM FRITZ PIAGET Jean Piaget He is a Swiss psychologist and a genetic epistemologist most famously known for his theory of cognitive development he credited as a pioneer of the constructivist theory

3. D E F I N I T I O N cognitive involving conscious mental activities such as thinking , understanding , learning and remembering

4. D E F I N I T I O N Development behavioral aspect of growth (e.g. a person develops the ability to talk, to walk or run)

5. COGNITIVE DEVELOPMENT looked at how children develop intellectually throughout the course of childhood

6. 4 4 STAGES of cognitive DEVELOPMENT STAGES

7. 1 1 SENSORIMOTOR STAGE 0-2 SENSORIMOTOR STAGE The child begins to interact with the environment.

8. 1 1 SENSORIMOTOR STAGE 0-2 SENSORIMOTOR STAGE Knowledge is mainly based on physical interactions of the world

9. 1 1 SENSORIMOTOR STAGE 0-2 SENSORIMOTOR STAGE Object permanence DEVELOPED.

10. 2 2 PREOPERATIONAL STAGE 2-6 Development of language

11. 3 3 CONCRETE OPERATIONAL STAGE 7-11 Child learns rules like conservation

12. 7-11 If 2+1=3, then 3-2=1 3 3

13. 4 4 formal operational stage 11 & above develop the ability to think about abstract concepts

14. The principle goal of education in the schools should be creating men and women who are capable of doing new things , not simply repeating what other generations have done. -Jean Piaget

15. REFERENCES Cherry, K. (2018, May 23) Jean Piaget Biography (1896-1980). Accessed on October 10, 2018. Retrieved from https://www.verywellmind.com/jean-piaget-biography-1896-1980-2795549 McLeod, S. A. (2018, June 06). Jean Piaget's theory of cognitive development . Retrieved October 19, 2018 from https://www.simplypsychology.org/piaget.html Huitt , W., & Hummel, J. (2003). Piaget's theory of cognitive development . Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved October 19, 2018 from http://www.edpsycinteractive.org/topics/cognition/piaget.html

16. REFERENCES Adolescent Vulnerabilities and Opportunities Development and Constructivist Perspective – Amsel , E and Smetama , J. (2011). Adolescent Vulnerabilities and Opportunities Development and Constructivist Perspective. Cambridge University Press, USA. ISBN 978-0-521-76846-7.pg­. 1-17 Educational Psychology – Cauley , K, Kinder, F and McMillan, J. (1995). Educational Psychology. Dushkin Publishing Group/ Brown & Benchmark Publishers, Guilford, USA. ISBN 1-56134-398-6. Pg. 158-161 The Impact of Piagetian Theory on Education, Philosophy, Psychiatry, and Psychology – Murray, F. (1979). The Impact of Piagetian Theory on Education, Philosophy, Psychiatry, and Psychology. University Park Press. ISBN 0-8391-1293-9. Pg. 109-121

17. REFERENCES Graphics from <a href ="https://pngtree.com/ freepng /grid-lines_2281675.html">pngtree.com</a> Graphics from <a href ="https://pngtree.com/ freepng /black-and-white-grid-line-elements_64501.html">pngtree.com</a> THANK YOU ICONFINDER.COM FOR THE AWESOME VECTORS!

18. CONSTRUCTIVISM PRESENTED BY: J. DEUDA

19. The story of gravity

20. CONSTRUCTIVISM is a learning theory that “equates learning with creating meaning from experience .”

21. CONSTRUCTIVISM Learning is a function of how the individual create meaning from his or her experiences.

22. CONSTRUCTIVISM Humans create meaning as opposed to acquiring it.

23. CONSTRUCTIVISM Which factors influence learning?

24. CONSTRUCTIVISM Both learner and environmental factors are critical to the constructivist, as it is the specific interaction between these two variables that creates knowledge.

25. CONSTRUCTIVISM Every action is viewed as “an interpretation of the current situation based on an entire history of previous interactions”

26. CONSTRUCTIVISM Group of students in a science class is discussing a problem in physics. Though the teacher knows the answer to the problem she focuses on helping the students restate their questions in useful ways she prompts each student reflect on and examine his/her current knowledge. When one of the students comes up with relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterwards, the students and teacher talk about they have learn, and how their observations and experiments helped (or did not helped) them to better understand the concept.

27. CONSTRUCTIVISM References: Amsel , E and Smetama , J. (2011). Adolescent Vulnerabilities and Opportunities Development and Constructivist Perspective. Cambridge University Press, USA. ISBN 978-0-521-76846-7.pg­. 1-17 Cauley , K, Kinder, F and McMillan, J. (1995). Educational Psychology. Dushkin Publishing Group/ Brown & Benchmark Publishers, Guilford, USA. ISBN 1-56134-398-6. Pg. 158-161 Ertmer , P and Newby, T. (2013). Behaviorism, Cognitivism, Constuctivism : Comparing Critical Features From An Instructional Design Perspective. Performance Improvement Quarterly. wileyonlinelibrary.com