
1. Piaget Theory of Constructivism:
1.1. Vygotsky Theory of Social Constructivism:
1.2. WWhile behaviorism focused more on studying students as they individually worked and shaped themselves, Vygotsky was more interested in how students developed knowledge through their peers and community. He introduced the Zone of Proximal Development, where this zone is when students can do tasks with the assistance of their teacher or someone else, but they can't do it independently. However, with these experiences, he believed this helps a child develop. He believed that adults and peers will help a child achieve higher levels of understanding. Examples of technology that works with this theory include Zoom, where students can communicate with their peers and teachers to discuss topics. Activities like collaborative projects also support this theory. These networks help with communication between students to explain their ideas.
1.2.1. His theory believed that learning from past experiences and knowledge helps create a better relationship with specific concepts. Learners manipulate objects and engage in discussions and questions. He identified three stages: Enactive Stage: Learning through direct manipulation of objects. Iconic Stage: Learning through visualization and images. Symbolic Stage: Learning through abstract thinking and symbols. Some technology examples include educational games like Booklet, where children answer a set of questions and compete against each other. This engagement in assessment helps them memorize answers to win points. This significant change in educational psychology moved from passive to more active learning, highlighting how Bruner introduced the stages of cognitive development. In the early stages, technologies included educational toys rather than online games; students used puzzles and other hands-on objects to manipulate.
1.2.1.1. How did their theories have a significant impact on psychology in education? Well, Piaget introduced the idea that children have stages of development, which helped demonstrate the developmental stages in learning. He also helped education shift from the traditional model of rote memorization to actively understanding the process of gaining knowledge through hands-on experiences. Bruner also emphasized the importance of active engagement, highlighting how crucial it is for students to actively engage in activities with their peers and communicate. This helped develop a network of assessment tools and communication platforms.
2. Constructivism: Piaget, Bruner, Vygotsky
2.1. They believed that learning stems from building knowledge that individuals have within themselves. Additionally, they believed that it involves stages of development. On the other hand its knowlegde that is developed from experince.
2.1.1. He studied the development of change using schemas, which are like blueprints for organizing knowledge. These schemas are organized into three categories: Assimilation: Allows new ideas into the schema. Accommodation: Helps the schema modify itself to incorporate new ideas. Equilibration: Balances assimilation and accommodation to achieve a stable understanding. An example of this is Piaget's Conservation Task, which is like a simulation to emphasize understanding of conservation as it changes. This teaching method helps with the communication network, where students can discuss concepts
3. Behaviourism in modren day education:
4. They created technologies that taught students with programmed instructions. These tools revolved around assessment tools, helping with classroom management, and recording data quickly on the students' progress.
5. Behaviourism: Pressy and Skinner (1920-1960's)
5.1. They used conditioning, such as punishment and reinforcement, to shape and change a person's perspective or behavior.
5.1.1. Pressey believed that every student should be taught individually. This machine presented a screen with a series of problems, where students would press buttons to answer. The machine provided immediate feedback. It was a tool for assessment. This machine also recorded the students' responses, which helped teachers track how their students were doing and identify where they were having trouble.
5.1.1.1. His goal with this machine was to provide an experience beyond that of a regular classroom. It helped encourage correct behavior, assessed students, and delivered results immediately without causing worry. This was different from a textbook or other materials given to them. The program instructed students slowly at their own pace, through various stages. He believed it helped shape students' behavior by making them more excited and focused on their work. It helped with classroom management because students who worked at a faster pace or understood the concepts better than others didn't have to waste time with the teacher in class. Or the students who didn't understand the conecpt don't have to work at a fast pace with the teacher. This allowed everyone to progress at their own pace.