Activity 3.1 (Piagets' Cognitive Constructivism)

     It is an active, constructive process. The learner takes on a more active role with regard to the interpretation of both the stimulus and reinforcer. The response is contingent upon what is concluded from that interpretation. We are uncomfortable with cognitive imbalance (or cognitive dissonance) which in turn motivates us to resolve it.

     In our attempts to adapt to our environment we organize our knowledge through this balancing act which is either done by assimilation (inserting new information into what already exists) “Oh I’ve experienced something similar to that before”, or accommodation (modifying what’s already there to fit with reality).

Both assimilation and accommodation involve some element of categorization, to fit in with specific knowledge structures (schema). I think the key for teachers or anyone trying to teach or learn something new (even refreshing on), is to incorporate categorization into the learning process. Since it’s about making meaning or sense out of our environment (and essentially what we are attempting to learn) then connecting it with what we are already know and/or modifying it so that it does make sense, to me this is a major key. Creating a situation where students become intrigued or have some level of interest is also important, yet challenging to them at the same time. This allows them to be actively involved in the learning process rather than information being spewed at them.

     Here are some questions I have. If we are born as a clean slate, what role does personality play is this creation of mind? If the majority of what we are attempting to learn is based off of modifying or creating knowledge structures, where or how do we acquire the original schema? Is this where nature or instincts come in to play?