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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... construct 13.3 Best-fitting structural equation model for the spelling construct TABLES 1.1 A developmental sequence of skills for arithmetic relations 2.1 Modes and levels in the SOLO taxonomy 3.1 Cross-task variability in passing ...
... construct and operate upon at a given moment in its development; (3) the mechanisms and the nature of learning; (4) the involvement of the social environment in the process of the construction of meaning about the world as well as the ...
... construct of Fischer's theory is the notion of skill. A skill is defined as 'an attribute of a person-in-a-context, not the person alone nor the environment alone'. This orientation enables Bidell and Fischer to discuss how school ...
... constructs elaborated by other authors in this volume, they provide detailed results regarding the relationships between reading comprehension and spelling, on the one hand, and general abilities, such as verbal intelligence and working ...
... constructing the knowledge . If knowledge is in fact constructed in interaction with specific environments , then the nature of those environments should affect both the process of construction and the organization of the resulting ...
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 | |