Through the appropriation of the learning environment aiming to stimulate the cognitive disequilibrium, students are challenged and encouraged to learn in accordance to their developmental stages, promoting the assimilation and accommodation of schemata in order to ultimately achieve equilibration. This equilibration is further promoted through the acknowledgment of prior schemata and the methods in which these are employed in order to process and relate new information (Peracchio and Tybout, 1996). An example of these theories as employed in a classroom would be the teaching of the life cycle of butterflies and their relationship with the environment and developed world. Firstly, the teacher would need to gain an understanding of the students’ prior knowledge in order to relate new information to existing schemata...
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..., which in turn promotes the chunking mechanism, resultantly increasing the memory capacity. In order to create skilled learners, it is integral that educational instruction enables and promotes the abstract thinking abilities and inferential reasoning capabilities of the later stages of Piaget’s theory of cognitive development. For teachers, recognising and making use of students’ prior knowledge as a learning platform enables information construction on a deeper and more strongly interconnected level. Creating a state of disequilibrium yet providing the means for students to assimilate this new information in relation to existing schemas, strongly assists in the development of cognition, providing the means for better knowledge platforms and extensive yet generalised skills applicable to a wide variety of domains in order to better comprehend the world around them.
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