Learning in the constructivist theory of Piaget


It stems from the constructivist theory of equilibrium host knowledge of Piaget

Emphasizes the importance of the learning that children do in the classroom

Putting education at the service of learning.




*        It is concerned with the interactions that take place between the poles of the learning-educational triangle within the framework of a specific conceptual field (i.e. a specific cognitive subject)

*        There is no general education, but rather specialized education

*        concerned with the problems of learning on the part of the classroom

*        that is not specific to a subject, but penetrates all school subjects


1. The learning-educational triangle:

It is the triangle that allows to show the relationship between teacher, student and knowledge, and it is a combination of three relationships:

- The relationship between the teacher and the learner: It focuses on the educational activity assigned to the teacher.

- The relationship between the teacher and knowledge: who embodies his initiatives in the process of preparing and structuring the lesson on the part of the teacher.

Relationship between knowledge and the learner: It focuses on the student's learning process.




2. Educational learning situation:

The educational situation is characterized by the combination of teaching and learning, and it ranges between:

Learning: the sum total of the walks and operations carried out by the individual in certain circumstances in order to acquire new qualifications (knowledge - attitudes - skills).

* Education: the total operations provided by the educational community (teachers - parents - the educational institution) with the aim of facilitating the learning carried out by children.

This division is systematic, otherwise, in fact, teaching and learning are intertwined within the different educational situations.

3. Educational transport:

It is concerned with the transformations that occur in scientific knowledge until it becomes suitable for learning:

1. Scientific knowledge (circulated by specialists)

2. Knowledge to be learned (official programs and textbooks)

3. School knowledge.

4. Educational contract:

 It is the set of relationships that, in some cases, explicitly and implicitly in most cases, specify what is required of both the teacher and the learner during a particular educational session.

 It is necessary to: * Take out the terms of this contract from the implicit level to the explicit level:

* Reducing the distance that separates the expectations of teachers and the perceptions of students from the expectations of their teachers.

* Controlling the tasks that each party has to accomplish

5. Students' perceptions:

Pupils do not come to the section as a “blank slate”, but rather they come with an integrated system of conceptions by which they explain the world and its phenomena.

- The educator must proceed from these perceptions.

Changes in those perceptions. 

6. Learning Obstacle:

Students must be helped to pass their perceptions from the implicit to the explicit. Keeping these perceptions at the implicit level would impede the acquisition of scientific knowledge on the part of the learners.

7. Obstacle goal:

 It seeks to better choose the objectives of the lesson based on reconciling two rationales:

Material logic (objective)

Learner's logic (obstacle)

 Translating goals into surmountable obstacles.

8. The problematic situation:

It is an organized learning and teaching situation so that the learner cannot solve the problem posed by simply repeating applications of ideas or acquired skills.

- The situation calls for the formulation of new working hypotheses.

The learner finds himself forced to use his own mental abilities.

- He finds that the stumbling block in the realization of his project prompts him to devise new solutions, to gather dispersed knowledge, and to experiment with methods that he had not thought of before...

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