IDENTITY AND PEDAGOGY

Identity and Pedagogy

Identity and Pedagogy

Theories of Piaget, Bloom and Vygotsky

To properly understand the cognitive theory of development which is presented by Jean Piaget, first you will have to consider it in the larger context of his work. Although Piaget is recognized as one of the greatest developmental psychologists, he described his own work as genetic epistemology. Genetic (Greek genno = give birth) here refers to the origin and development of knowledge, rather than to genes, as the word is used today. The main goal of Piaget's epistemology was to explain the generatively and rigor of human knowledge.

Although Piaget has been extremely influential in developmental psychology, his theory has been misinterpreted in numerous ways, partly because his goals have not always been recognized. There are now two views of Piaget's theory: the familiar “received view” that has become entrenched in textbooks and a more recent and close reading of Piaget's work advanced by Michael Chapman and others that differs in striking and important ways. From the perspective of the received view, Piaget is acknowledged as a pioneer in many areas but nonetheless is heavily criticized for a number of reasons.

Researchers generally recognized today, the master of any level of education to learn the basic elements of value and importance of effective teaching. Therefore, we are looking to reduce the learning process itself master. On the other side, it is also observe by some researchers that the results of traditional elements can be further improve, to excel the learning procedure, and actively promote the students to obtain more substantial gains (Bloom, 1984) want to learn. Mastery learning strategies on the integration with other innovative is particularly optimistic.

Bloom in his later writing, but also to achieve results described in even more than those normally associated with learning and mastering (Künzli, 2000, 45) to obtain a positive and exciting work of other ideas. These ideas originated from the doctoral Künzli, Anania, and Burke, who compared three different teaching students to learn the two working conditions. The first is the traditional teaching, group-based class students, including about 30 students and regular assessments, mainly for the purpose for which grade teaching.

Theory of Vygtosky focuses on the development of the child culture, and qualitative change. Data used by Vygtosky and his mates to determine the "genetic basis of thought and speech" (Klafki, 2000, 199). Vygotsky also considered on a qualitative change in human development (Klafki, 2000, pp. 202) impact of cultural and social history. For example, he compared the original faith of mankind and the child and, if found similarities between magical thinking. Vygotsky said that by about one stages (Klafki, 2000, 206) "The evolution of forms of behavior." He drew obtained control over the evolution of image quality environment for the development of tools from the apes, human psychology in the original logo used in the modern human's higher mental functions.

Part 1: Why can science be difficult to learn?

The expansion of university education, including the latest ...