Observing and Measuring the Weather

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Watch a video on Observing and Measuring the Weather and do the following:
1. Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories.
2. Explain why the example in A1 is an application of Piaget’s or Vygotsky’s cognitive development theories.

 

 

 

Sample Solution

In the video on observing and measuring the weather, one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories can be seen when the teacher encourages students to discuss their hypotheses about different weather phenomena before conducting experiments. This approach is based on Vygotsky’s theory that children learn best in social contexts and by interacting with more knowledgeable peers (Vygotskii). When discussing possibilities before running an experiment, children are able to engage in higher-level thinking processes such as problem solving and critical analysis. This allows them to engage in scientific reasoning processes which will lead to greater understanding than if they were simply presented with a result without any prior discussion of what could happen (Tulis & Grover). By encouraging these conversations early on, teachers can help foster an environment where students gain deeper insights into the material through dialogue with their peers.

Additionally, this type of learning process also provides students opportunities for metacognitive reflection which is essential for academic growth. Through engaging in mutually beneficial discourse such as this, students are able to better reflect on their own thought processes and consider different ways of approaching problems. Furthermore, by engaging in this kind of interactive learning process rather than traditional lecturing methods, it gives students increased ownership over their education which has been shown to improve overall academic performance (Rosenfield et al.).

 

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi

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