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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... Goossens Part III Applications in specific domains 10. Value and limitations of analogues in teaching mathematics Graeme S. Halford and Gillian M. Boulton-Lewis 11. Developing thinking abilities in arithmetic class Lauren B. Resnick,
... Resnick, Victoria Bill and Sharon Lesgold 12. Causal theories, reasoning strategies, and conflict resolution by experts and novices in Newtonian mechanics J. Ignacio Pozo and Mario Carretero 13. Cognitive prerequisites of reading and ...
... Resnick, 634 LRDC, 3939 O'Hara Street, University of Pittsburgh, Pittsburgh, PA 15260, USA. Wolfgang Schneider, Max-Planck-Institute für Psychologische Forschung, Leopoldstrasse 24, Postfach 440109, D-8000 Munchen 40, Germany. Michael ...
... Resnick, Victoria Bill, and Sharon Lesgold offers a fresh approach to the teaching of mathematics. It is based on the assumption that cognition is not 'sets of competencies-in-the-head but forms of cultural practice'. In this respect ...
... (Resnick and Ford 1981; Gelman and Gallistel 1978). The first step is simply the ability to count small quantities. The second step is a strategy called counting-all, in which children solving a problem like 4 + 3 first count out four ...
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 | |