Slayt Basligi Yok

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Cognitivism
(Jean Piaget)
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One of the major players in the development of
cognitivism is Jean Piaget, who developed the
major aspects of his theory as early as the
1920's.
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Cognitive theory emphisizes mental (cognitive) or
internal factors. Piaget viewed the mind as
central to the understanding of how human beings
develop. According to Piaget, the mind is not
simpliy a passive receiver of information but an
active processor of experience.
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Cognitive structures are patterns of physical or
mental action that underlie specific acts of
intelligence and correspond to stages of child
development.
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Key Concepts of Cognitive Theory
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Schemata The organized patterns of behavior and
perception are called schemata. (sucking,
concepts of justice, conservation..)
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Assimilation the person imposes his existing
schemata or structures on present experience.
Quantitative change in existing schemata.
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Accommodation The process of changing ones
actions to fit a new situation. Qualitative
change.
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Cognitive structures change through the processes
of adaptation assimilation and accomodation.
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Assimilation involves the interpretation of
events in terms of existing cognitive structure
whereas accomodation refers to changing the
cognitive structure to make sense of the
environment.
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Cognitive development consists of a constant
effort to adapt to the environment in terms of
assimilation and accomodation. In this sense,
Piaget's theory is similar in nature to other
constructivist perspectives of learning.
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Stages of cognitive development
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1. Sensori-Motor (0-2 years) 2. Preoperational
thought (2- 7 years) 3. Concrete operations (7-11
years) 4. Formal operations (11-15 years)
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In the sensorimotor stage (0-2 years),
intelligence takes the form of motor actions.
Intelligence in the preoperation period (3-7
years) is intutive in nature. The cognitive
structure during the concrete operational stage
(8-11 years) is logical but depends upon concrete
referents. In the final stage of formal
operations (12-15 years), thinking involves
abstractions.
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Each stage has many detailed structural forms.
For example, the concrete operational period has
more than forty distinct structures covering
classification and relations, spatial
relationships, time, movement, chance, number,
conservation and measurement.
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The theory has been applied extensively to
teaching practice and curriculum design in
elementary education.
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Learning materials and activities should involve
the appropriate level of motor or mental
operations for a child of given age avoid asking
students to perform tasks that are beyond their
currrent cognitive capabilities.
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