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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... in achievement test scores for the first grade 11.5 Change in achievement test scores for the second grade 11.6 Change in achievement test scores for the third grade 12.1 Tasks 12.2 Correct answers to the problems involved in.
... involved in task II 12.3 The arrangements used in tasks II and III 12.4 Typical answers at each level of the inertia and the free fall tasks 13.1 Relative contributions of the three phonological processing components, verbal ...
... involvement of the social environment in the process of the construction of meaning about the world as well as the construction of means for learning; (5) intra- and inter- individual differences in regard to all four preceding aspects ...
... involved , and each situation calls for a different set of organized activities . One is hard pressed to understand the relation between the organization of each of these specific activities and the abstract concept of stage structure ...
... involved establishing a set of privileged tasks which were presumed to tap underlying universal capacities – and which therefore were used to define the standard for development, supposedly independent of context. Conservation of number ...
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 | |