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Piaget, Brousseau & Vergnaud Theories · Acedra
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Piaget, Brousseau & Vergnaud Theories
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hello everyone in this video I am going to explain how children learn or how they acquire if learning according to the vision of jean piaget gerard bernau and thickness or rather the vision the research that they carried out first we are going to start with piaget
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because I am going to start with player because both bernal and the group work on the basis of piaget, although bernaus is more oriented towards what is the significant learning of ob summers bruce or his theory of experience, although the player's theory is called the theory of
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cognitive development
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, remember that it is a theory Psycho genetics
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What does this mean? It means that there is vital importance to the genetics of the child when it comes to constructing learning and it says that the student learns by adapting to the environment,
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he learns
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by giving himself
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to the environment, that is, in the interaction with that environment, he adapts by constructing learning. What does this mean? This adaptation occurs through the processes of assimilation and accommodation.
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This learning occurs
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through
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the dynamics
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of assimilation
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and accommodation.
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Now we are going to see it in a more graphic way.
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This would be as follows:
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They interact in a medium, true, this medium influences the creation of schemas
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well
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how it occurs it occurs in the following way through the organization
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where different behaviors are produced
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in the face of a new specific
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schema
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what does this mean does the following mean for example I have an interaction with that medium that medium is a person and I discuss with that person Well, my behavior may be to
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fight without arguing, elevate the conversation without another type of organization of schemes, it is to reach the conclusion, talk and say, well, we have different opinions, both are fine or for us, both are fine, yes, that is, a different behavior than before. a new scheme that is, we can vary our behaviors that depends on the organization of schemes that we carry out. This is also seen in the topic of didactic situations where we would do
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if the variation factor that we can include in a didactic situation so that the children reorganize their schemes, although the other process is when they adapt,
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that is, I learned that I can talk and reach an agreement without arguing. When they adapt, it means stability if this occurs in a relationship with previous knowledge and is produced by assimilation.
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When
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new knowledge is integrated into a new scheme, well
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or accommodation, as the word accommodated says, which is what we accommodate, we agree on our schemes. If in the face of a new scheme or we modify it
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, the more
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we see, the more complete,
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the subject interacts with that medium, yes, that medium It provides information to the subject so that he or she creates schemes. Those schemes are organized into behaviors. Yes, and they adapt to assimilation when we integrate new knowledge. 1 scheme, for example, I learned to divide or when they adapt, for example, in the modification of schemes. I teach you based on repetitive addition, yes, therefore this would be a modification of a previous scheme, if
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I add to an already existing scheme the addition, the multiplication, well, what else is left for me to say that yesterday says this cognitive restructuring in which accommodation It is the process by which the subject modifies his schemes in order to incorporate new schemes. This can produce the modification of an existing scheme or the creation of a new scheme. Well, to put it a little simpler, this is Piaget's theory if it is learned that way.
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a little bit simpler it would be like this is the subject or the child does interact with the environment whom we call media we call the teacher media an activity to nature
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yes to any situation that produces learning to an object
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well for example a Of the research that Piaget did was to give the child a sphere,
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a square, ask him what he sees in common, that the child begins to interact with that environment, those objects, yes, and in that interaction
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he learns well. This is the analysis that he does. bruce or without remember that bruzón develops his theory with more experience nas then You will find some words that he quotes from Piaget's theory
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dry well so that I do not slip thin skin what the group tells us
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very thick
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works when developing the theory
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of didactic situations well this theory says that the teacher must construct a situation Intentional didactics, that is, you must have an intention to build it, what would be the intention? Well, it is knowing what you want to teach. What does it tell us about the
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student ? of imbalance difficulties, remember that yesterday he talked to us about balance and imbalance, that is, when the child learns, remember that the entire graph collapses when the child learns and then someone manages to accommodate a new scheme or modify a previous scheme if compositional balance is achieved If the child or the subject of learning
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performs an action and this action, for example, he performs a problem in the division problem, he performs it with multiplication and is bad at it, this produces a cognitive error, yes, at the same time, it represents greater learning, yes, for Therefore he says Bruce or that what this environment produces in the child is imbalance, yes then the student learns by adapting Piaget's words
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by adapting
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to an environment
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factor of contradictions
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, that is, it is not easy for the student to adapt if difficulties
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of imbalances
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remember that when it continues In the definition, remember that when we carry out this intentional didactic situation, it must have a challenge for the child. If that intention must also have a meaning so that he can carry it out with interest and motivation, then that is what it refers to in those relationships that the subject has with The medium says knowledge, the fruit of that student adaptation manifests itself in
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new responses that are evidence of learning, which tells us that learning manifests itself
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in those errors
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in various
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responses. Yes, what does it refer to? It refers to when the student interacts, for example. In an action situation I am naming the first phase of a didactic situation in this action situation if, for example, again let's do the example with the figures, I give him a sphere and I give him a square and I say both wheels, really, well, the child is going to do them. try and this has produced an error is going to say that statement is not correct only the sphere rolls the square no although it
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says therefore the student learns by interacting in an intentional situation constructed by the teacher more precisely in the validation phases that is that here the graph changes that tells us bruce or bruce, we are told the following if the subject is going to learn in interaction with that medium but that medium and interaction
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that medium is a didactic situation and this didactic situation is intentionally
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constructed
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either by a teacher Yes, for a good parent, whoever wants to produce learning in the child has to create that didactic situation and within that didactic situation that tells us
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the following, remember that they have phases, yes, the action phase, the formulation phase,
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the validation phase.
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and institutionalization phase well tells us that the child learns in the validation phase because in that phase because the child in the action phase action or about the material in the formulation phase developed a message about that action and in the validation phase him to argue if what he did, that action he did, is going to validate it, whether it is right or not, remember that validation as well as formulation has a very important characteristic: communication, yes,
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and in the case of validation, the justification for that procedure, well now. Let's see the point of view of seeing nothing, so Gerard tells us in his theory of conceptual fields to see nothing
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well, but as I told you without
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seeing it, oh, oh, oh, I ate here from menus at a milestone, I ate an axis, see nothing
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generally in your theory of conceptual fields or develops the theory of conceptual fields
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as I told you, let's see now, unlike Bruce, or it takes a lot of prior knowledge into account based on Ausubel's theory of meaningful learning, yes, I'm going to do it right away. develop, as I said, take notes because I know the main ideas on the screen on the blackboard. It is a neo-Piaget theory. It no longer means that it focuses on cognitive development and the learning of complex competencies. It is also a theory that focuses on concepts of piaget
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also remember that bernal and bruce o work together in the development of both theories and investigate together that is why they see similarities he says the student learns as
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he says the student learns in the construction of various situations that give meaning to the fields the student learns various
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situations remain sense
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to the conceptual fields, what does this mean? It means that as the student can
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apply a concept to various problems, situations, activities, that is when he or she will build that field of knowledge. Although what else they tell us, it tells us that by being able to apply the concepts, knowledge is produced. in action without, that is, the application
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of knowledge in action,
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this is when knowledge makes sense and can be applied if it is already, we are going to say incorporated as knowledge when you can apply your knowledge in action,
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however, the knowledge is organized in a conceptual field We just remembered something like that, I gave it to you in Bernando's example, which is a conceptual field, well, a conceptual field,
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for example, let's say a doctor or a doctor has knowledge of chemistry, yes, to be able to prescribe, yes, anatomy has to know where the stomach is. where is the lung, etc. However, if we talk about an accountant
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and he is not going to have the same knowledge in his field, he is going to have numbers, economics,
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laws, however, both can have, for example, mathematics,
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they can have a conceptual field of some mathematical operations or reasoning, for example. For example, the doctor asks you how much the children weigh, mainly how much they weigh to prescribe the medication, well, that's what Bernardo refers to with the conceptual field and he develops not only the conceptual field of mathematics but also develops several investigations on geography, biology, I think also physics. Let's continue.
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then we said, however, knowledge is organized in conceptual fields and this process takes time through maturity, experience, that is, learning takes time
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and it is through
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maturity,
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experience
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and learning, that is, as I can apply that knowledge. I am going to learn it, therefore it points to the relationship between prior learning and meaningful learning. Knowledge is not a linear process. The Bernard complex is based on the theory of meaningful learning. Yes,
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theory of meaningful learning.
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What does the theory of meaningful learning mean? means the following means that to incorporate knowledge in a non-memory way yes and that can help us to apply it in another situation this knowledge must be related to a knowledge that you already have or yes, that is, that it serves as a relationship to that new knowledge well the Meaningful learning is characterized by the interaction between prior knowledge and new knowledge and then woodcut Moss Bernard tells us the following
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so that we can see it a little easier, he tells us that the
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learning subject or the child learns when he interacts
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in various situations
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that is When the subject or the child, the learning subject or the child can apply without interacting, applies that knowledge or that concept, as he says, in various situations, he will acquire knowledge. Yes, well, I hope it is useful to you, that you have understood me, please subscribe to the page is the complete theory of bernal and bruce or there you will see how other details of what I am explaining now and some examples
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yes and any other topic you need comment thank you and give me a like
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