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. |
Részletek a könyvből
1 - 5 találat összesen 89 találatból.
... 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 schooling John B. Biggs 3. The role of central conceptual structures in ...
... structures underlying children's balance beam performance at different ages 3.2 Conceptual progression across a variety of quantitative tasks 5.1 The structure of abilities according to the longitudinal study 5.2 The structure of ...
... cognitive structures and school achievement. The three studies presented show how achievement in different school subjects is related to the various structures described by the theory. The second part is devoted to learning in general ...
... structures advocated by all the theories presented in the first part of this volume. The chapters in the third part are more specialized than those presented in the two first parts. That is, these papers make use of general principles ...
... cognitive structures interact with each other and how their formation is affected by the structure of knowledge as it exists in our present educational and broader cultural environment. The role of symbolism in this process is also not ...
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 | |