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

COMPARISION BETWEEN TRADITIONAL AND CONSTRUCTIVISM METHOD

1. Four discrete stage2. Cognitive development is limited by stages3. Cognitive development is mostly the same

universally.4. Cognitive development results from the

child’s 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

1. Continues development (no stages)2. Zone of proximal development3. Cognitive development differs from

culture to culture and in different historical eras.

4. Cognitive development results from guided participation or social interactions.

5. Children and adults or more knowledgeable persons or peers co-construct knowledge.

6. Social processes or interactions with others become individual psychological processes.

7. Adults are important because they know the culture’s way and tools of thinking.

8. Learning precedes development; tools learned with adult help are internalized.

1. Both are constructivist

2. Both believed that social forces set the limits of development

3. Guided form of teaching or facilitation are necessary

Piaget’s Cognitive Theory Vygotsky’s Sociocultural Theory

TRADITIONAL CONSTRUCTIVISME

Knowledge is objective ( a fixed body of information which can be transmitted intact from teacher to student)

Through telling and reading

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 knowledge

Students agree because they respect or fear teacher

The authority of construct knowledge reside in the ideas and evidence; student own knowledge

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 Questions “Is the answer right?”

Nature of question asked; Divergent and open ended Applications to authentic issues and problems that require

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