Study Questions for Week 8 Cognitive Constructivism

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Study Questions for Week 8
Cognitive Constructivism<p>
CC1. Who was Piaget and why is his theory of importance to educators? How did his early experiences influence his viewpoint on the development of intelligence? How is this reflected in his theory of how intelligence is developed?

CC2. Which of the stages in Piaget's theory of cognitive development are of most importance to educators in the K-12 grades? Give at least two specific actions teachers can take to help students develop their intelligence in these stages.

CC3. Discuss what is meant by the statement that "the schemata one brings to learning might be the most important determiner of what is learned." How might this statement influence teacher behavior?

Piaget’s Model of Cognitive Development

PM1. Piaget showed that children are not less intelligent than adults; rather they are intelligent in a different way. Describe the investigations that lead to this conclusion.

PM2. What does it mean for researchers to say a certain aspect of development is defined by a critical period? Give an example and explain why is this important to parents and educators?

PM3. Describe some of the criticisms of Piaget’s theory of cognitive development. Why are these important to parents and educators?

Process Psychology<p>
PP1. What is the “organismic conception” and how does that relate to the philosophy of Whitehead and the psychology of Piaget?

PP2. What is Piaget’s concept of structure and why is it important to his theory? Why might this concept be important for educators?

PP3. Piaget proposes a static, a dynamic, and a regulatory aspect of structure. Discuss the similarities and differences among these aspects.

PP4. In Whitehead’s philosophy, what is an “actual entity” and how is this similar to Piaget’s understanding of a structure?

PP5. What does Whitehead mean by the terms concrescence and superject? What is the importance of these terms to the comparison of Whitehead and Piaget?

PP6. What is the paradox of becoming and why is this important for an understanding of Piaget’s theory?

PP7. What is the paradox of concrescence and why is this important for an understanding of Whitehead’s theory?

PP8. What is the difference between a relationalistic and a substantialistic concept of a person? Why is this an important distinction for educators?

PP9. What are some implications of a process psychology for the teaching/learning process?

Social Constructivism

SC1. Why is Vygotsky's theory described as a sociohistorical theory? What are its basic assumptions? What are some implications for parents and educators?

SC2. What is the importance of language to cognitive development for Vygotsky? Why is this important for educators?

SC3. Describe at least two important principles derived from Vygotsky’s theory, stating why these are important for educators.

SC4. Compare and contrast Piaget’s and Vygotsky’s view on how social interaction impacts a student’s learning, describing how these differences might be important to educators.

SC5. Compare Vygotsky’s view of the relationship of cognitive development and the social world to the one proposed in the Brilliant Star framework.

SC6. Piaget was born and worked in Switzerland; Vygotsky was born and worked in Russia. How might this upbringing have influenced their scientific work? Should this be a factor in how we judge the validity of these theories? Why or why not?

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