Pedagogical practices of Piaget and Vygotsky in science teaching

Abstract

This article presents contributions from pedagogical practices grounded in the educational theories of Jean Piaget and Lev Vygotsky to Science Education. Piaget emphasizes the active construction of knowledge through interaction with the physical environment, while Vygotsky highlights the role of social and cultural mediation in cognitive development. Through a literature review and a case study of a practical activity in Science Education, it is demonstrated that integrating these perspectives enhances learning, fostering individual discovery and collective collaboration. The study concludes that pedagogical practices aligned with both theorists not only promote the understanding of scientific concepts but also the development of critical and social skills, which are essential for meeting the demands of contemporary society in shaping citizens capable of engaging scientifically with the world.