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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... abstract universal structures independent of specific contexts . Indeed , the constructivist framework portrays an active human agent who knows the world by transforming it and actively adapting to its constraints . That view seems ...
... abstract concept of readiness and an inflexibility with regard to social and cultural diversity in development . The readiness dilemma Because of the split between organism and environment , context - neutral theories engender ...
... abstract organismic structures but as context-specific organizations of thought and action. COGNITION. IN. CONTEXT: THE. NATURE. OF. SKILLS. One approach that offers a context-embedded conception of cognition is skill theory (Fischer 1980) ...
... abstract set of mathematical skills, but it does not, in itself, imply a generalized structure of quantitative knowledge independent of the context of helping to set the table. Indeed, the 3- or 4-year-old child who counts the forks ...
... abstract conceptions of stage structures, skill theory analyses and predicts development in context for individual people within each content domain. With context-neutral perspectives, educational evaluation has involved establishing a ...
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 | |