Summary Of Vygotsky And Piaget: Scientific Concepts

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Summary In this article, “Vygotsky and Piaget: scientific concepts” (Alves, 2014), it is suggested that a unique factor to problem solving capabilities development is the level of instruction while is associated with higher mental functions. When referring to the learning process of humans, Lev Vygotsky’s point of view is often compared to Jean Piaget’s biological perspective, where he used biology to frame his cognitive theory and evolutionism and structuralism as a focus. This comparison may be due to the similar belief that children have an active role in the development of knowledge, but that is where the similarities seem to end. Vygotsky believed that the integration of new information does not only happen at certain levels of development,…show more content…
With the characteristics of a concept on a primitive and elementary level, it is elevated by scientific concepts which develop structures necessary for this evolution. Therefore developing spontaneous concepts in regards to consciousness and deliberate by children. He thought children function spontaneously with common concepts due to their attention was directed towards an object, the attitude of the subject in regards to an object is mediated. Thus, higher mental functioning and intellectual development are a result of teacher student cooperation. Vygotsky believed that efficiently learning a scientific concept allows individuals to contemplate and rationalize their choices by internalizing the concept and reflect on the preset…show more content…
Second, “Transference of Elements Between Wholes,” to determine the participant ability to understand the inverse of changes. Third, the “Pendulum Task,” was used to determine the participants formal-operational thought and the competence in differentiating and isolating influencing factors for the occurrences of the swinging pendulum. Fourth, “The Possible and the Necessary,” used to determine the individuals’ actual operating assessment of what is real, possible and necessary. The results of these test suggest that their hypothesis was confirmed, the degree of instruction causes variances in cognitive responses. This article was not intended to show the differences between Piaget’s and Vygotsky’s theories, the intensions were to demonstrate that they developed virtually opposing theories of these
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