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CONSTRUVTIVIST INSTRUCTIONAL DESIGN

KSP 6093
ASSINGMENT 1

TITLE
COMPARISION BETWEEN PIAGET & VYGOTSKY THEORY
COMPARISION BETWEEN TRADITIONAL AND COMSTRUCTIVISM METHOD

LECTURER
DR. MOHAMMED YOUSEF MAI
STUDENT
NORHANA BINTI MUSA ( M20112001158)

COMPARE AND CONTRAST BETWEEN PIAGET & VYGOTSKY THEORY

Piagets Cognitive Theory

1. Four discrete stage


2. Cognitive development is limited by stages
3. Cognitive development is mostly the same
universally.
4. Cognitive development results from the childs
independent exploration of the world.
5. Each child constructs knowledge on his or her
own.
6. Individual egocentric processes and language
become more social.
7. Peers are important because children must learn
to take peers perspectives.
8. Development precedes learning; children cannot
master certain things until they

Vygotskys Sociocultural Theory

1. Continues development (no stages)


2. Zone of proximal development
3. Cognitive development differs from culture
1. Both are constructivist
to culture and in different historical eras.
2. Both believed that social 4. Cognitive development results from guided
participation or social interactions.
forces set the limits of
5. Children and adults or more knowledgeable
development
persons or peers co-construct knowledge.
6. Social processes or interactions with others
3. Guided form of teaching or
become individual psychological processes.
facilitation are necessary 7. Adults are important because they know the
cultures way and tools of thinking.
8. Learning precedes development; tools
learned with adult help are internalized.

COMPARISION BETWEEN TRADITIONAL AND CONSTRUCTIVISM METHOD

TRADITIONAL

Knowledge is objective ( a fixed body of information which can be


transmitted intact from teacher to student)
Through telling and reading

CONSTRUCTIVISME

Knowledge is subjective and individuals construct their own


knowledge;
Through discussion with others and
Reflection on prior knowledge

Textbook and teacher are authoritative sources of knowledge ;they own


The authority of construct knowledge reside in the ideas and evidence;
the knowledge
student own knowledge
Students agree because they respect or fear teacher
Teacher is responsible for ;
Provides instruction and information
Lead students through activities

Teacher and students share responsibility for initiating and guiding


learning.

Instruction style; teacher explains, checks for understanding, and


judges correctness of students responses,
didactic

Teacher facilitates discussion of ideas;


poses questions
seek clarifications
promotes dialogue
help group to reach consensus

Nature of question asked;


Convergent conforms to what has been taught
Applications of learn models/ideas that require step by step
algorithms

Nature of question asked;


Divergent and open ended
Applications to authentic issues and problems that require

Questions Is the answer right?

higher order thinking


Question Does it work? Is the idea working? Is the idea
viable?

Students learning preference;


Students mostly passive and alone
Memorisation and replication of teachers /textbook ideas

Students learning preference;


Collaborate and co-construct share/consensual understanding
through sustained dialogue
Reflection individually & reflective discussion in groups

Focus on learning;
Teacher and teaching
Reproduction of knowledge

Focus on learning;
Student and learning (learner/learning centred)
Producing new knowledge