Vygotsky's Theory on Constructivism
Taking into account Vygotsky's Theory on
Constructivism, he believed that culture is the principal determinant of
cognitive progress. In his theory of Constructivism, knowledge leads to further
cognitive development. The societal configuration of intelligence and states
that the individual growth could not be comprehended without indication to the
societal and cultural context where the aforementioned evolution is entrenched
mind development is continuous. In the same way Vygotsky focuses on the actual
mechanism of the development. He excludes discernible stages of development as
theories and assumptions. Vygotsky's theory on constructivism does not adhere
to the idea that a single abstract principle is able to explain cognitive
development.
As a substitute to Piaget's constructivism and he
argues that knowledge is internalization of social activity. He considers that
mediation is the key proponent of the constructivism. His theory offers a
harmonizing viewpoint to the behaviorist view. Vygotsky's theory of
constructivism supports that the use of mediators helps the human to alter
their environment, and this is her way of interacting with the nature.
Vygotsky's theory of constructivism also supports that the use of activity
mediators provides a way in which people are able to interact with the nature.
Mediation is also defined as the use of certain tools within socially organized
activity. There were two phenomena which encompasses the mediated relationship
of individuals to their environment. These are 1) Humans use language and
physical signs to change social relations into psychological functions between
their minds and their environment. The second thing was that higher
intellectual progression will actually use symbolic mediation.
Zone of proximal development (ZDP) characterizes
one of the biggest differences which can be found between Vygotsky's and
Piaget's differing views of cognitive development. He defined ZPD as the
rupture between a persons actual competence (on which level a student is able
to independently solve problems), and their individual prospective development
level (on which level the student could solve the problems assuming they were
given guidance from teacher).
The concept of ZPD as it functions within
Vygotsky's theory of constructivism supports a depiction of academic
advancement based on permanence. Learning is able to propel cognitive growth.
The role of the teacher is one of a mediator for the child's cognitive
development. In Vygotsky's theory of constructivism, learning, instruction and
development are the only positive forms of instruction. These three lead the
cognitive development. Teachers must use teacher resources, worksheets, lesson
plans, and rubrics all in a combined attempt to aid the student's progress and
measure said progress as the child continues to grow in their abilities to
solve problems independently. Learning that is situated within the current
developmental level is not desirable. More Knowledgeable Other (MKO) goes hand
in hand with ZDP, although in a more remedial sense. The MKO is generally the
teacher, or person of higher intellect and learning ability.
In the following video you will see some aspects mentioned
before of the Constructivism:
About topic Vigotsky´s Theory on constructivismo the Zona of proximal Developtment as rupture between a persons actual competence is very important on wich level a student is able to independly solve problems , therefore depend the student could solve problems assumming they were given giadance from teacher.In this moment , in this time we have tried to implement in the Education Colombian constructivist methodology, but in some teaching style and traditional to continue giving priority to education and estudent dictator is not the main shaft.
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