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Unformatted text preview: hat form of constructivism is most closely associated with Vygotsky’s theory of cognitive development?
1. What are the similarities and differences between Piagetian and Vygotskian
theory? 60 2. Why might students find it hard to engage in accommodation?
3. Provide an example of something you learned through scaffolding.
4. What examples of constructivist teaching have you observed in classrooms?
1, Based on your experiences as a teacher and a learner, what do you see as the
strengths and limitations of a constructivist approach to classroom learning?
Answers To Alternative Response Items
1. a 6. b 2. b 7. a 3. a 8. b 4. b 9. c 5. a 10. d
Answers To Short Answer/Completion Items 1. object permanence
4. social constructivism
Classroom Compass: Constructivism (Winter 1995 Volume 1 Number 3)
(An entire issue of a journal devoted to constructivism) 61 Delis, R. & Golbeck, S. (1999). Implications of Piagetian theory for peer learning,
(3-37). In A. O'Donnell & A. King (Eds.) Cognitive perspectives on peer
learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Moll, L. C. (1990). Vygotsky and education instructional applications of
Sociohistorical psychology. New York: Cambridge University Press
Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic
Books. (original work published 1966)
Wink, J. & Putney, L. (2002). A vision of Vygotsky. Boston: Allyn & Bacon. 62 Table 5.1. An overview of Piagetian developmental stages.
Piagetian Stage Typical Key Concepts From Each Stage Age Range
Sensorimotor Stage Birth-Two Intentionality
Object Concept Preoperational Stage Two-Seven Semiotic Function
Centration Concrete Operational Stage SevenEleven Various Concrete Operations Including
Conservation, Negation, Identity and
Compensation Formal Operational Stage Unclear at The Ability to Formulate and this point Systematically Test Hypotheses
The Ability to Reason about Hypothetical
Situations 63 Table 5.2 examples of Piagetian conservation tasks.
Number Conservation of
Length Conservation of
Lay out two rows of objects (coins, etc.).
Each row has the same number of objects,
and the objects in each row are aligned with
each other. Ask the
child, “Which row has more in it or are
they the same?” Have the child verify the
equality. Then in
full view of the child, spread out the bottom
row, and repeat the earlier question. Lay out two identical pencils, rods, etc.
the child, “Which pencil, rod, etc. is longer
or are they the same?” Have the child
verify the equality.
In full view of the child, take one pencil
and slide it over. Repeat the question The child is shown two identical glasses
with equal amounts of liquid in each, and
asked if the amounts are the same or not. In
front of the child, the first glass is poured
into a tall, skinny glass. The sec...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08