Piaget's Theory Of Cognitive Theory In The Classroom

The instructional implications that arise from extensive knowledge of cognitive theories, and the ramifications of these implications as employed in a classroom situation, has the ability to create a more sophisticated understanding of a topic, and of memory and knowledge in general. Developing suitable foundations for lesson structures can assist in challenging students in their learning as well as ensuring normal cognitive progress in relation to Piaget’s theory of cognitive development. It is also imperative that this is done with respect to the differing schemata of the students’ prior knowledge and the continual adaptation of these schemas in the assimilation and accommodation process. Through encompassing aspects of both Piaget’s Theory

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 as well as to ensure their appropriate development through Piaget’s stages. Piaget’s theory is based on the level of cognitive understanding that should be attained by students, and the comprehensibility and solving methods they employ for certain situations. This is an area that is taught in upper primary or lower secondary. Therefore, the students should have obtained the concrete operational stage of cognitive development. (Reference). By this stage, they should have the ability to solve problems relating to concrete objects, however they have yet to develop the abstract, hypothetical thinking processes of the formal operational stage. By engaging in group discussion and interactive activities, the teacher is able to gain an understanding of these prior schemata and the variation between