Jean Piaget Cognitive

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Topic 5. Piaget’s Cognitive Development Theory 750 WORDS MAXIMUM – Answer all questions. PLEASE NOTE: In providing your answers ensure that you support your ideas with references to the course and broader literature. 1. Explain the relationship between disequilibrium and motivation. Is it as significant as Piaget suggests? Provide a classroom example to demonstrate your understanding on this matter and support your argument with references to the literature. Piaget suggests that what motivates learning is a gap between what we know and what we need to know (Powell, 2012). The difference between disequilibrium, and equilibrium and its impact in the classroom is as significant as Piaget suggests. If a student/person feels like they know how to solve a problem (or are at equilibrium), they will not want to learn about it. Although, if they are able to create a disequilibrium, or the inability to solve a problem by receiving constructive feedback and create competition, one will want to learn more about the subject/job and will hopefully retain a lot more information. An example of this can be seen in the classroom or workforce. There are many children in primary school who rely on their parents/peers to tie their shoes for them as they constantly have support in the area and have no motivation to learn themselves. In order to be successful when new to the work force, you need to distinguish the gap between what needs to be revised and learnt. These examples proves that even though change is uncomfortable, disequilibrium is good and can be very motivating if managed properly. 2. Would a Year 5 classroom differ from a Year 9 classroom where the approach to teaching was influenced by Piaget’s theory? Argue your thoughts with reference to the text and wider literature. A year 5 classroom would differ to a year 9 classroom due to Piaget’s
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