Journals / Uluslararası Toplumsal Bilimler Dergisi / 2023 / Cilt: 7 Sayı: 3
CONSTRUCTURIST APPROACHES OF PIAGET AND VYGOTSKY AS AN EXAMPLE OF EPISTEMOLOGICAL POSITION DIFFERENCES IN SOCIAL SCIENCE RESEARCH
- Pages
- 159–169
- DOI
- —
Abstract
As in other fields of science, every researcher in the field of social sciences has a science / knowledge perspective, that is, an epistemological position, in which she/he positions herself while conducting her/his studies. This position is effective before, during and after the scientist's work and is evident in every detail of the pattern that emerges from the work. Both her/his own individual baggage and the perspectives guided / structured by the religious, political, ethical, economic and scientific authorities dominant in the geography where he/she was born, lived and worked -despite the desire and claim to conduct the research objectively and impartially-directly affect and direct the researcher. In this study, the different perspectives of Jean William Fritz Piaget and Lev Semyonovich Vygotsky, who are considered to be the two poles of the constructivist approach, which is one of the contemporary learning theories and has a strong influence in the field of pedagogy, are discussed. Researchers' designs for the same theory are examined in terms of their epistemological positions beyond theoretical evaluations and comparisons.
Özet
Bu çalışmada, çağdaş öğrenme kuramlarından biri olan ve yankılarıyla eğitbilim alanında kuvvetli bir etki yaratan yapılandırmacı yaklaşımın iki kutbu kabul edilen Jean William Fritz Piaget ve Lev Semyonovich Vygotsky’nin farklı bakış açıları ele alınmaktadır. Araştırmacıların aynı kurama yönelik tasarımları teorik değerlendirmelerin ve karşılaştırmaların ötesinde kendilerini konumlandırdıkları epistemolojik pozisyonlar açısından irdelenmektedir.