5410 Unit 2 Written

Using the theorists, Piaget, Vygotsky, and Skinner, research and generate a
Comparison Chart, similar to the chart in the introduction, that shows each of
the theorists’ opinions on the view of knowledge, view of learning, view of
motivation, and Implications for Teaching. Create a narrative that discusses
and explains your research findings you list in your chart. This should be
completed in APA format citing within each cell of your chart as well as in your
narrative and using a reference list in APA Format, using the resources from
our reading assignments and three outside sources. For instructions on
writing a narrative essay click here.

This unit will be assessed using this rubric.

Comparison Chart

Piaget Vygotsky Skinner

View of A mental process-oriented approach Knowledge is a Skinner
knowledg rather than a behavioural one. socially constructed defined
Learners actively generate product of humans in knowledge
e knowledge based on their current terms of culture. as a set of
cognitive processes. actions.
make sense through Skinner
their interactions contends
with people as well that
as their environment
al inputs
environment.Langua trigger
gege and the passive
conceptual systems mechanical
it transmits are reactions.
fundamentally social Understands
processes. Thus, what
human cognitive happens if
processes are they have
socially created, the right
according to array of
Vygotsky. actions.
Knowledge is
co-constructed.
View of Knowledge is made up of active Language and the The transfer
learning mental representations of prior conceptual systems of
learning experiences. Learning is it transmits are information
active rather than passive. Each fundamentally social from teacher
learner interprets events and processes. Thus, to student is
information based on prior human cognitive fundamentall
knowledge, cognitive level, cultural processes are y a reaction
context, and history. socially created, to a
according to stimulus.
Vygotsky.
Knowledge is Teaching
co-constructed.Lear the learner
ning is a crucial and proper
all-encompassing behavioral
component of the reactions to
process of creating particular
culturally stimuli and
systematised human reinforcing
psychological those
function. In essence, responses
social learning takes via effective
place prior to growth. behavior
until they get
positive
reinforcemen
t.
View of Learning is shown as an ongoing While behavioural Motivation is
motivatio construction of knowledge. motivation is mostly a series of
extrinsic, resulting pleasant
n To motivate children's intrinsic from positive and experiences
motivation and natural curiosity, he negative that cause
conceived of them as active learners. reinforcements, human
cognitive motivation learners to
http://virtual-lecture-hall.com/kra2605 is primarily intrinsic, make the
csschapter2/piaget.html depending on the desired
learner's internal connections
drive. Extrinsic and between
intrinsic motivation specific
are both seen as stimuli and
extrinsic by social the
constructivists. appropriate
responses.
Students
who get
praise and
excellent
ratings for
right
responses
are more
likely to
remember
them.
 Cognitivist teaching approaches seek Collaborative To effectively
Implicatio to help students integrate new learning approaches reinforce
material into current knowledge and need the response
ns for modify their existing intellectual development of patterns,
Teaching framework to accept it. Deliberate collaborative skills behaviourist
practise of facts, equations, or lists is and the recognition teachers
allowed by cognitivists, but they of individual learning often use
emphasise tactics that assist pupils as inextricably linked "skill and
actively integrate and accept new to the success of drill"
content. group learning. activities.
Collaborative Behaviorist
learning should be tactics work
seen as a process of best when
mediated and there is a
organized peer "proper"
interaction mediated response or
and structured by content that
the instructor. When is readily
doing tasks like as learned
critical thinking,
learners with varying
availability levels
work together in
groups. During as
problem-solving,
students of varying
ability levels work
together in groups.

(Orey , 2010)

(Zhou & Brown, 2017)

(GSI Teaching Resource Center, 2016)

A narrative that examines and explains the chart's study results.

Paiget

Jean Piaget, a Swiss child psychologist, established the Cognitivism theory,

which asserted that learning is a dynamic process consisting of successive

phases of adaptation to reality (Confrey, 1990). Learning entails the

incorporation of new knowledge into existing cognitive structures as well as

the accommodation of that information through the production of new

cognitive structures. There are four major phases that youngsters go through

as they learn and build their world ideas. From the 1950s until the 1970s,

Piaget's hypothesis was largely accepted (GSI Teaching Resource Center,

2016). Although it is no longer commonly accepted, the hypothesis had a

considerable impact on succeeding views of cognitive development.

Children reach the formal operational stage throughout adolescence, which

lasts the remainder of their lives. Adolescent children achieve emotional and

intellectual maturity as well as the capacity to undertake abstract intellectual

functions.

A mental process-oriented approach as opposed to a behavioral one. Learners

actively generate information based on their current cognitive processes.

Knowledge is made up of active mental representations of previous learning

experiences. Learning is an active rather than passive activity (Confrey, 1990).

Depending on their prior knowledge, cognitive level, cultural milieu, and history,
each learner experiences events and information differently. Learning is

defined as the ongoing expansion of knowledge. He regarded children as

active learners in order to instill internal drive and natural curiosity in them.

Piaget theory may be defined as the concept of how children develop

awareness of their environment, as well as their capacity to think critically and

solve issues (Huang, 2021). Piaget's work depicted children as naturally and

fundamentally dynamic individuals who often act out in response to

environmental pressures (GSI Teaching Resource Center, 2016). Children like

finding new things; they are always seeking new knowledge and striving to

assimilate new material into their worldview. Theory is a concept about how

children learn to be aware of their environment and to think critically and solve

issues. Piaget's work depicted children as naturally and fundamentally

dynamic individuals who often act out in response to environmental

pressures. Children like finding new things; they are always seeking new

knowledge and striving to assimilate new material into their worldview.

Skinner

Skinner describes knowledge as a collection of acts. Knowledge that is not

actively expressed in behavior may be explained using behavioral capacity

(Zhou & Brown, 2017). The purpose of education is to give the student with a

repertoire of appropriate behavioral responses to certain stimuli, as well as to

reinforce those responses via an effective reinforcement schedule. If learned

reactions are not favorably reinforced, they will go extinct. Behaviourist

teaching methods often rely on so-called "skill and drill" exercises to provide

the requisite regular repetition for effective response pattern reinforcement

(GSI Teaching Resource Center, 2016).

Other tactics include question (stimulus) and answer (response) frameworks,

guided practice, and periodic topic evaluations. Behaviourist approaches have

shown to be most successful when there is a "correct" reaction or when the

knowledge is easily recalled.

To summarize, Skinner claimed that learning occurs via a mix of motivators

and punishments. He proposed that although incentives enhance the

likelihood of repeating the behavior, the punishment increases the likelihood of

recurrence. Operator molding is a three-term choice that affects the different

way, response, and effects.

Vygotsky, Lev

Social constructivism is a cognitive constructivism variation that emphasizes

the collaborative nature of many types of learning. Lev Vygotsky, a

post-revolutionary Soviet psychologist, maintained that all cognitive processes

originate in (and must therefore be represented as outcomes of) social

interactions (Zhou & Brown, 2017). Rather than just absorbing and

accommodating new information, learning was the process through which

learners were integrated into a knowledge community. Vygotsky argued that

cognitivists such as Piaget had overlooked the essentially social foundation of

language. As a result, he argued that they had failed to see that learning is a

collaborative effort.

He distinguished two phases of growth, real and prospective, which comprise

cognitive structures that are still forming. Social constructivists consider both

extrinsic and intrinsic motivation to be extrinsic (Galloway, 2010). Because

learning is a social phenomenon, learners are partially driven by incentives

provided by the knowledge community. Learning, on the other hand, is highly

relied on the learner's internal drive to grasp and improve the learning process.

Social constructivism, according to Vygotsky, is a constructivist approach to

education that emphasizes the community learning environment. He claimed

that an individual's interpersonal connections with others had an impact on

cognitive ability (Huang, 2021). His motivational ideas differ substantially from

Piaget's, who believes in intrinsic drive for children, but Lev Vygotsy believed in

both intrinsic and extrinsic motivation.

To summarize, numerous theorists, researchers, and educational practitioners

have defined learning in a variety of ways. Although no one definition is

universally accepted, several definitions incorporate comparable features.

Learning is defined as a long-term change in behavior or the capacity to

behave in a specific manner that comes as a result of practice or other sorts

of experience (Ertmer & Newby, 1970).