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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... cognitive organization and change and implications for education 1. Cognitive development in educational contexts Implications of skill theory Thomas R. Bidell and Kurt W. Fischer 2. Modes of learning, forms of knowing, and ways of ...
... cognitive development for different percentiles of the child population 7.1 Mean post-test level scores of the ... Change in achievement test scores for the first grade 11.5 Change in achievement test scores for the second grade ...
... cognitive variables 6.1 Changes in class means for 12+ boys expressed as percentiles in relation to the CSMS survey data 7.1 Loadings of the pre-test variables on the latent variables 7.2 Correlations among the latent pre-test factors ...
... cognitive change. This also illustrates a powerful characteristic of European research on the acquisition of knowledge and skills, namely, the use of teaching experiments in ecologically valid settings as a research strategy. It seems ...
... cognitive development. Since the early days of Piaget, this field has focused on understanding the structure and the dynamics of change of the person's understanding of the world. In fact, Genetic Epistemology, Piaget's own academic ...
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 | |