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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... 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, Neo-Piagetian ...
... learning, development, and instruction has been the increasing tendency towards integration of different subfields of psychology as well as between theory-oriented inquiry and research aiming at the improvement of practice. The present ...
... learning environments. Erik De Corte First President of EARLI. REFERENCES. Gardner, H. and Hatch, T. (1989) 'Multiple intelligences go to school: educational implications of the theory of multiple intelligences', Educational Researcher 18 ...
... learning; (4) the 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 ...
... learning theory. They then present the general premises of Fischer's skill theory and argue that, because of its ... learning may be very different from how it is represented by traditional theories. Biggs also relates his well ...
Tartalomjegyzék
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1944 | |
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 | |