Piaget and Vygotsky Revisited: Dialogue or Assimilation?

Duncan, Robert M.

doi:10.1006/drev.1995.1019

Cited by 29 publications

(12 citation statements)

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“…The effects of the first three factors depend on the fourth factor, equilibration (Schunk, 2012). Equilibration is a biological drive to find a state of adaption between cognitive structures and the environment (Duncan, 1995). This is the motivating factor behind cognitive development and coordinates the actions of the first three factors (Schunk, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Thoron¹,

Burleson²

2014

JAE

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United States science scores have remained stable over the past 12 years, and as a result secondary school students have been deemed less proficient than international peers. Additionally, there has been increased pressure for accountability from both teachers and students. This highly competitive performance-based classroom environment has threatened student motivation. Due to this, many have moved away from an emphasis on rote memorization and lessened the threat of performance testing by using inquiry and problem solving strategies as a way to provide more autonomy in the classroom. Agricultural education has joined the movement in providing autonomy in the classroom through inquiry-based teaching methods. This study investigates the perceptions of school-based agriscience students toward agriscience and inquiry-based instruction when taught through inquiry-based instruction. The perceptions of 170 secondary agriscience students who responded to the questionnaire indicated more favorable attitudes toward agriscience. Participants also had positive responses to items regarding agriculture's importance to society, and influence in their daily lives. It is recommended that inquiry-based instruction be utilized in the agriscience classroom to promote student learning and motivation. Further investigations on the impacts of student motivation in the classroom when inquiry-based instruction is utilized in school-based agriscience education should be investigated.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Thoron¹,

Burleson²

2014

JAE

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“…Vygotsky is often contrasted to his great rival and contemporary, Jean Piaget (Honig, 2004;Hoover et al, 2011;Kolb & Fry, 1975;Kohlberg 1981;Lewin 1947;Raelin, 2007). In the Piagetian account of development, social and mental capacities 'emerge inevitably in normal human ontogeny [individual development] through a combination of organism maturation and experience with the constant, universal properties of the physical world' (Duncan 1995: 466; our italics). In contrast to Piaget's organic and biological approach, Vygotsky concentrated on the cultural origins of development.…”

Section: Vygotksky and Organizational Readinessmentioning

confidence: 99%

Organizational Readiness: Culturally Mediated Learning Through Disney Animation

Griffin

Learmonth

Piper

2018

AMLE

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This article develops the notion of organizational readiness, a construct that describes the anticipatory expectations about future organizational life that children develop as they imbibe the cultural influences to which they are exposed. We conduct our analyses through an exploration of the depictions of work in Disney's 56 'Classic' feature-length animations (from Snow White and the Seven Dwarfs [1937] to Moana [2016]). We can, of course, make no direct cause and effect claims about the effects of the animations. However, we argue that Disney animations are likely to shape children's learning about organizations significantly. This is because the Disney animated canon regularly provides children with consistent and vivid impressions of the nature of working life; impressions that will have important implications for them, and the staff who teach them, when they eventually enter business schools as undergraduates.

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“…Constructivism theory sets a foundation for many modern approaches of teaching such as task-based learning, problem-based learning, project-based learning, inquiry-based learning, case-based learning, and many more. Jean Piaget (1896Piaget ( -1980 and Lev Vygotsky are considered as founding fathers of constructivism (Duncan, 1995). Although Piaget's and Vygotsky's stresses on constructivism are epistemologically different, they share similar philosophical view that humans' knowledge is constructed through the interactions of experiences, ideas, and society (Cunningham & Duffy, 1996).…”

Section: Emergence Of Resource Based Learningmentioning

confidence: 99%

Resource Based Learning for Teaching and Learning English in Digital Environments

Iqdami

2016

Register J.

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This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

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Piaget and Vygotsky Revisited: Dialogue or Assimilation?

Cited by 29 publications

References 0 publications

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Students’ Perceptions of Agriscience when Taught Through Inquiry-Based Instruction

Organizational Readiness: Culturally Mediated Learning Through Disney Animation

Resource Based Learning for Teaching and Learning English in Digital Environments

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