Instructional Design with theory from Jean Piaget

1. Instructional Design with theory from Jean Piaget Valree Ann Martinez 1/25/15 Project 1

2. Jean Piaget (1896-1980) • Focused on the new learning experiences of learners, He said that our prior knowledge becomes contradicted when faced with a new situation or learning expectation. • This state is confusing, and unfamiliar he called disequilibration but to achieve equilibrium in the mental schemata one must adapt. • Known for his theory supporting Constructivism Background

3. Adaptation is accomplished through assimilation and accommodation. • His theory was called “genetic epistemology”

4. Assimilation “ integrates new information with existing knowledge” • Accommodation “modifies or transforms existing cognitive structures in response to a new situation” • Learners choices in accommodating their new learning situation: • Refusal to learn or challenge the contradiction, will revert to keep their original schema. • Accept the contradiction but will view it as an isolated event separated from the original schema, only used in a specific situation for later reference. • Actively participates with the contradiction accepts the new knowledge gained and makes a modification to the prior schema, or transforms their cognitive structures to a new schema. Overview of Genetic Epistemology

5. Supports the online teaching environment • Piaget’s theory suggest that students learn best when there is a constant effort to adapt their schema in terms of assimilation and accommodation. • The E-learner has a multitude of opportunities to be engaged and when they are provided with situations or activities to adapt then your improving your chances for assimilation or accommodation to occur. • It is within those challenges or contradictions of schema that students are actively involved. Culatta, R. Explanation– Piaget’s theory “ Genetic Epistemology” is supported in online learning

6. His theory suggests that the classroom environment offers many opportunities for hands on learning, situational or discovery learning. These experiences allow learners to be participants of a real-world situation. It describes an authentic learning situation where it would be meaningful to students and challenges the learners to expand their knowledge structures. • It has been criticized that the cognitive development stages are equally achievable for all children regardless of different mental processes. This theory doesn’t address children of mental disabilities. • It has also implies that we all can reach the formal operations stage and independently utilize all our cognitive capabilities. Cooper, S. Strengths and Weaknesses

7. The future of Piaget’s work has been related to other constructivist theories and will be continued to be in applicable in educational reform. • Piaget’s theory can the instructor decide at what age (maturity) are students ready to learn a new concept, • What different instructional methods will be best at those ages • Which of the instructional methods are effective for developmentally challenged • What changes can be made for providing an equitable education for all learners. Analysis

8. Cooper, S. (2013). Jean Piaget: Genetic epistemology and cognitive constructivism. Retrieved from: www.lifecircles-inc.com • Culatta, R. (2013). Genetic epistemology (Jean Piaget). Retrieved from: www.instructionaldesign.org • Ebrahimi, N. (2013). Constructivist translation classroom environment survey (CTLES):Development, validation and application. Translation & Interpreting. 5(2) p. 13-186. • Kopel, I. n.d. How do children’s mind develop? [Web log post] Retrieved from http://www.odu.edu/search?q=genetic+epistemology • Unknown author. N.D. Image retrived from http://2.bp.blogspot.com/-5d2XQ_wWDLs/UtJdlnM0dTI/AAAAAAAAAyA/u20y5VMNWIY/s1600/Piaget_1.jpg • Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpnnings and implications for classroom practices. Clearing House. 84(5) p. 204-212. References