The cognitive constructivist theory of Piaget describes
learning as an active process of constructing meaning of knowledge that strives
for cognitive equilibrium (balance). The learning process involves actively
adapting to the environment and organizing knowledge structures (schemata).
Cognitive development is a constant process of
assimilating and accommodating new knowledge.
When new knowledge is introduced, the first step is to assess the new
information with what the learner already knows to see if it will fit
(assimilate) into the current knowledge bank (schema). When assimilation happens cognitive growth
occurs. A learner is thrown off balance
and experiences cognitive conflict (disequilibrium) when new
information is encountered that does not fit within the current knowledge bank (schema).
This unbalance creates a self motivating effect that encourages the individual
to restore balance. If assimilation is
not possible, the new knowledge is modified in relation to the current
knowledge in a way that develops a different way of thinking. This process facilitates learning through
accommodation, and the result is a cognitive change or development in the
knowledge structures (schemata). The
schemata grow increasingly greater in complexity as the learner moves through
the stages of development into adulthood.
From a cognitive constructivist point of view, the
teacher acts as the facilitator in guiding students toward individual
discovery. The students must be allowed
to discover, explore, choose, and follow their interest and curiosity in making
meaning through construction of knowledge.
It is the responsibility of the teacher to create disequilibrium. This state of cognitive conflict motivates the
learner and allows the learner to interact with the environment. As a result, the learner resolves the
conflict and develops logical thinking.
Questions:
- Is the concept of disequilibrium enough to illicit motivation in learners?
- During Piaget’s research of 60 plus years, his major interests were children’s intellectual development. What are the differences (if any) when applying cognitive constructivist theory to adult learning?
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