Understanding Learning: Insights into Methodology and Conceptualization by Jean Piaget
Abstract
Learning is an activity involving both physical and psychological aspects and is the key element in education. In the current era of globalization, learning is often equated with schooling, although schools are just one of the learning environments for students. The success in achieving educational goals is greatly influenced by the learning process experienced by students as learners. Jean Piaget is an influential theorist in the field of cognitive development of learners. Departing from the aforementioned issues, the researcher aims to uncover the concept of learning and its methods according to Jean Piaget. The research approach used in this study is literature research, whereby in data collection, the researcher utilizes both primary and secondary data. Primary data consists of literature from Jean Piaget's books, while secondary data is obtained from supporting sources. These data are obtained through the documentation method. In the analysis, the researcher employs the content analytical method. From this simple study, the researcher can conclude that: The concept of learning according to Jean Piaget is divided into two understandings, namely figurative learning and operative learning. The objects of learning according to Jean Piaget are thinking, sciences, and arts. The goal of learning according to Jean Piaget is to develop intellectuality and logic, and to develop and plan actions that initially seem excessive into mental operations. Learning methods according to Jean Piaget include top-down processing, cooperative learning, and generative learning. Learning sources according to Jean Piaget are physics, logical mathematics, and social sciences. The scope of learning according to Jean Piaget encompasses parents, environment, and experiences.
References
B.F. Skinner. (1938). The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century-Crofts.
Jean Piaget. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Lev Vygotsky. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Edward Thorndike. (1913). Educational Psychology: The Psychology of Learning. New York: Teachers College, Columbia University.
John Dewey. (1938). Experience and Education. New York: Macmillan.
Skinner, B.F. (1953). Science and Human Behavior. New York: The Free Press.
Thorndike, E.L. (1913). Educational Psychology: The Psychology of Learning. New York: Teachers College, Columbia University.
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Rogers, C.R. (1961). On Becoming a Person: A Therapist's View of Psychotherapy. Boston: Houghton Mifflin.
Maslow, A.H. (1954). Motivation and Personality. New York: Harper & Row.
Bruner, J.S. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
Lourenço, O., & Machado, A. (1996). Piaget's legacy: Present developments and future challenges. Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J. H. (1963). The developmental psychology of Jean Piaget. New York: D. Van Nostrand Company.
Piaget, J. (1969). The psychology of the child. New York: Basic Books.
Smith, L. (1992). Jean Piaget. In A. C. Brock (Ed.), International encyclopedia of education (2nd ed., Vol. 6, pp. 3561-3567). Oxford: Pergamon Press.
Chapman, M. (1988). Constructive evolution: Origins and development of Piaget's thought. Cambridge: Cambridge University Press.
Müller, U. (1995). Carving nature at its joints: Natural kinds in developmental psychology. In D. S. Moore & D. C. Lloyd (Eds.), Vygotsky's educational theory in cultural context (pp. 45-60). Cambridge: Cambridge University Press.
