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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... children Results of a large-scale experiment Benó Csapö 9. Training scientific reasoning in children and adolescents A critical commentary and quantitative integration Luc Goossens Part III Applications in specific domains 10. Value and ...
... children's balance beam performance at different ages 3.2 Conceptual progression across a variety of quantitative ... child population 7.1 Mean post-test level scores of the quantitative-relational SSS as a function of the pre-test ...
... child's and 'social other's' (caregiver's) actions 5.1 Regressions of the school-achievement variables on the cognitive variables 6.1 Changes in class means for 12+ boys expressed as percentiles in relation to the CSMS survey data 7.1 ...
... child himself; (b) the strengthening of the teaching of specific school courses, particularly in science and ... children. Thanks to his genius, children are not viewed as little and imperfect adults any more. Instead, they are ...
... child–environment interactions into systems of signs which govern the adaptation of the child by canalizing action towards permissible, and away from non-permissible, action patterns. The role of.
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 | |