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In part of the class, they were very traditional and used lecture style. In other parts of the class, they freely allowed participation among students. For example, one teacher, despite the fact that he is more disciplined with the students, uses comparisons when explaining the concepts and refers to book when giving examples on the board. The class is quiet during a short lecture. Afterwards, the notes are left on the board and the students are asked to take notes. A special student lays head on desk and asks no questions and takes no notes. However, the teacher does the first part of the homework together with the students, which is a quasi-Vygotsky approach. He does ask the students in this class more questions individually than the other class and helps this class a lot more on homework, which is also a sort of scaffolding. He lets students work together as partners. Another teacher uses a great deal of class participation and everyone does the problems, instead of one person answering each question. A student in the back of the room all alone was asked to move up. The teacher also showed students two different ways to solve the answer, which is a type of Vygotsky approach.
There was no teacher that was solely using a Vygotsky approach to learning. In the classes the students were either learning new concepts or reviewing those that they were supposed to have learned. However, except for answering questions and having the students partner up, which is a form of socialized learning, there was no overall scaffolding strategy. Only in one case did students carry out tasks and solve problems that were realistic to better learn the various...
The tasks were not sequenced to guide them through successful knowledge building of increasingly complex and difficult skills. They did not learn to transfer knowledge to new areas and to use resources to further solve problems they would encounter in the future. The teacher did not design problems on a multi-level to challenge their growth upward. There was little "problem solving," where students evaluated solutions and faced problems. It appeared that the students were learning the information. However, whether they were learning by rote or would be able to apply the knowledge gained to other mathematical and subjects and future problem solving is uncertain. Incorporating more Vygotsky methodology would have been a better learning experience.
Vygotsky Freud's theories of development have been profoundly influential upon literature and popular culture. Freud's theory of the Oedipal and Electra complexes suggests that all children form a sexual connection with their mother as their first, primary emotional impulse. Gradually, culture comes to channel children's emotions into more appropriate ways, so that after the repressive phase of childhood, adolescents form sexual attachments to people outside the family. Freud's influence upon educational
Both Piaget and Vygotsky approached the role of artifacts on the development of mind. Piaget believed action is used by the child in order to understand and construct their knowledge base. "To understand is to invent." In contrast, Vygotsky believed that understanding comes only through social interaction. Role of Culture Vygotsky believed that cultural artifacts pla a major role in illiciting an account of where the mind is. The ZPD reflects
Introduction Two of the most influential theorists of education, Jean Piaget and Lev Vygotsky, continue to influence educational policy and pedagogical practice. Both of these theorists focus on developmental psychology to underscore their respective theories of learning. A better understanding of Piaget’s and Vygotsky’s contributions to education and child development can help clarify historical continuities and how to promote evidence-based educational practices and policies. Summary of the Theories Piaget and Vygotsky were both
PIAGET vs. VYGOTSKY Compared: Piaget and Vygotsky Piaget vs. Vygotsky: The role of language in cognitive development Jean Piaget's theory of human development is fundamentally a biological one: Piaget believed that all human beings go through a series of developmental stages, and the ability to understand certain concepts such as volume and mass is determined by the biological and developmental stage of the brain, more so than culture. If the child is not
Paiget and Vygotsky Compare and Contrast Piagets and Vygotsky Understanding is assumed to be the process which is involved when it comes to mental activity and thinking, for instance memory, problem solving and attention. In this paper which is basically on the cognitive development it will explore things by comparing and contrasting the theories of Piaget and Vygotsky, both of whom were very influential in coming up with a more scientific
Human Development Significance of cultural diversity Theories permit us to determine the world around us coherently and also to act in the world with a reasonable approach. Numerous theories have developed throughout the previous century in western countries that make an effort to clarify how human character evolves, why all of us behave the way we do, what external circumstances encourage us to behave in particular ways, and the way these