Piaget And Vygotsky's Theory Of The Learning Theory

Learning is a sort of joint educational activities that formed by both teachers and students under the aims of educational declaration. It concerns on how students capture the knowledge and skills of science and art, attaching more importance to individual’s development. The commencement of the teaching process relies on the understanding of the learning process so that the learning theory is of significance in the field of education. There are various understandings of learning, which make teaching either lead a change emphasising on external behaviour or focus on individual’s self-construction. It indicates that teaching staff is not troubled due to the learning, but the interpretation.

In the essay, details of both theories regarding how the interpretation promotes learning and how educators view learning associated with learning theories are reviewed separately. Skinner and Watson sought to prove that behaviour could be predicted and controlled (Skinner, 1974). They studied how learning is affected by changes in the environment. The constructivists Piaget and Vygotsky viewed learning as a search for meaning and described elements that helped predict what children understand at

Learning, “as an interpretive, recursive, building process by active learners”, interrelates with the physical and social world (Fosnot, 1996). “Assuming the role as ‘guide on the side’ requires teachers to step off the stage, relinquish some of their power, and release the textbooks to allow their students to be actively engaged and take some responsibility of their own learning” (WhiteClark, DiCarlo, & Gilchriest, 2008, p. 44). Furthermore, constructivism involves developing the student as a learner through cooperative learning, experimentation, and open-ended problems in which students learn on their own through active participation with concepts and principles (Kearsley,