PIAGET’S THEORY OF LEARNING
Jean Piaget, a Swiss, began as a biologist
and obtained his PhD at the age of 21. His theories of learning were based on observing
and description of his three young children.
However, his approach was not well received
by other psychologists, who argued that it was not scientific. Piaget (1985)
suggested that the learning process is iterative, in which new information is
shaped to fit in with the learner’s existing knowledge and existing knowledge
is modified to accommodate the new information. His learning theory is based on
four basic concepts _ schema, assimilation, accommodation and equilibrium.
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Cognitive Stage of Development
|
Key
Feature
|
Research Study
|
|
Sensorimotor
0 - 2 yrs. |
Object Permanence
|
Blanket & Ball Study
|
|
Preoperational
2 - 7 yrs. |
Egocentrism
|
Three Mountains
|
|
Concrete
Operational
7 – 11 yrs. |
Conservation
|
Conservation of Number
|
|
Formal
Operational
11yrs + |
Manipulate ideas in head, e.g. Abstract Reasoning
|
Pendulum Task
|
Piaget did not explicitly relate his theory to education, although later
researchers have explained how features of Piaget's theory can be applied to
teaching and learning.
- Discovery learning – the idea that children learn best through doing and actively exploring - was seen as central to the transformation of primary school curriculum.
- According to Piaget's theory children should not be taught certain concepts until they have reached the appropriate stage cognitive development.
- Within the classroom learning should be student centred and accomplished through active discovery learning. The role of the teacher is to facilitate learning, rather than direct tuition. Therefore teachers should encourage the following within the classroom:
- The learning environment (especially in kindergarten and primary school) should help children acquire knowledge by performing actions. In other words, the learning environment should be action-based. For example, children should have physical contact with concepts such as trees, grass, cats, chickens and so forth.
- Use teaching strategies that make children aware of conflicts and inconsistencies in their thinking: i.e. children must experience disequilibrium or an imbalance between their current schemas and new information to be assimilated, in order for them to move towards equilibrium and new levels of intellectual growth.
- Use problems to confront or challenge students’ prior knowledge or schemas. Sometimes children do not realise that they have the relevant schema and are quick to reply that they do not know.
- Use appropriate questioning techniques to help learners to bring out their misconceptions and faulty reasoning.
- Children’s interactions with their peers are an important source of intellectual development: peer interactions are essential in helping children develop intellectually.
- The learning environment should encourage active self-discovery: play effectively represents all of the requisite characteristics of Piagetian inspired instruction.
