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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... Biggs 3. The role of central conceptual structures in the development of children's scientific and mathematical thought Robbie Case 4. Social organization of cognitive development Internalization and externalization of constraint ...
... approach Schneider Wolfgang and Jan Carol Näslund Concluding chapter 14. Returning to school Review and discussion John B. Biggs Name index Subject index Figures and tables FIGURES 1.1 The developmental ladder (1A) and.
... Biggs, Department of Education, University of Hong Kong, Pokfulam Rd, Hong Kong. Victoria Bill, 634 LRDC, 3939 O'Hara Street, University of Pittsburgh, Pittsburgh, PA 15260, USA. Gillian M. Boulton-Lewis, Brisbane College of Advanced ...
... Biggs presents his theory in the second chapter. This theory also represents developing intellect as a multimodal and multidimensional entity. However, this theory is unique in at least two of its basic assumptions: first, that the ...
... Biggs provides a synthesis of the whole volume. Let us then summarize the general conclusions as suggested by Biggs's and our reading of the work presented in this volume. First, we know better than a few years ago how the mind is ...
Tartalomjegyzék
1935 | |
1944 | |
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 | |