Constructivist Theories of Piaget and Vygotsky: General Teaching Implications

dc.contributor.authorKouicem, Khadidja
dc.contributor.authorKelkoul, Nachoua
dc.date.accessioned2019-06-17T10:50:45Z
dc.date.available2019-06-17T10:50:45Z
dc.date.issued2016-03-07
dc.descriptionTHE SECOND NATIONAL CONFERENCE ON LANGUAGE, MIND AND LEARNER'S COGNITIVE CAPACITIES March, 7th/8th 2016 University of Eloueden_US
dc.description.abstractThere are many different learning theories that can be used to help guide a teaching/ learning process. Constructivism is one theory that explains how people might acquire knowledge and learn. The theory suggests that people construct their own understanding and knowledge of the world by testing ideas and approaches based on their prior knowledge and experience. Jean Piaget and Lev Vygotsky are two eminent figures in the cognitive development (development of constructivist theories). While there are similarities between the theories of Piaget and Vygotsky, differences exist, and those differences are critical to the understanding and application of the theories in educational settings and have great impact on the teaching methods. We can distinguish therefore between cognitive constructivism which is about how the individual learner understands things, in terms of developmental stages and learning styles, and the social constructivism, which focuses on how meaning and understanding grow out of social encounters.en_US
dc.identifier.urihttps://dspace.univ-eloued.dz/handle/123456789/2775
dc.language.isoenen_US
dc.publisherUniversity of Eloued جامعة الواديen_US
dc.subjectConstructivism, Cognitive Constructivism, Social Constructivism, Teaching Implicationsen_US
dc.titleConstructivist Theories of Piaget and Vygotsky: General Teaching Implicationsen_US
dc.typeOtheren_US

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