Neo-Piagetian Theories of Cognitive Development: Implications and Applications for EducationAndreas Demetriou, Michael Shayer, Anastasia Efklides Routledge, 2016. júl. 7. - 324 oldal Piagetian theory was once considered able to describe the structure and development of human thought. As a result, it generated an enthusiasm that it could direct education to develop new teaching methods, particularly in science and mathematics. However, disillusionment with Piagetian theory came rather quickly because many of its structural and developmental assumptions appeared incongruent with empirical evidence. In recent years several neo-Piagetian theories have been proposed which try to preserve the strengths of Piaget’s theory, while eliminating its weaknesses. At the same time several other models have been advanced originating from different epistemological traditions, such as cognitive/differential psychology or socio-historical approaches. Originally published in 1992, this title was unique in representing most of these theories and traditions. Specifically, the authors focus their work on the educational implications of their research. The chapters are organised in three parts: the first part presents some widely known models of cognitive development and discusses their implications for different aspects of education; the second part is devoted to learning and cognitive acceleration; while part three highlights teaching methods that would improve the acquisition of particular skills in specific areas. Written by an eminent group of truly international contributors, this title will still be useful to students and researchers in cognitive development and education, as well as educational policy makers. |
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... Bidell and Kurt W. Fischer 2. Modes of learning, forms of knowing, and ways of schooling John B. Biggs 3. The role of central conceptual structures in the development of children's scientific and mathematical thought Robbie Case 4 ...
... Bidell, Harvard University, Graduate School of Education, Roy E. Larsen Hall, Appian Way, Cambridge, Massachusetts ... Fischer, Harvard University, Graduate School of Education, Roy E. Larsen Hall, Appian Way, Cambridge ...
... Fischer, Halford, and Pascual-Leone are probably the most systematic attempts to advance a comprehensive model of ... Bidell and Kurt Fischer first discuss the epistemological reasons for the limited educational applicability of ...
... Bidell and Fischer to discuss how school activities must be organized if they are to be conducive to the development of specific skills for particular subject-matter areas, such as mathematics or reading. Also, it provides a frame for ...
... Bidell and Fisher and Valsiner. The paper by Ignacio Pozo and Mario Carretero addresses the problem of cognitive change in the domain of physics in general and Newtonian mechanics in particular. They compare three different approaches ...
Tartalomjegyzék
1933 | |
1942 | |
Problems and issues in intervention studies | |
Training cognitive change and individual differences | |
Improving operational abilities in children Results of a largescale | |
Training scientific reasoning in children and adolescents A critical | |
Value and limitations of analogues in teaching mathematics | |