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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... logical ability, and the systematizing ability 10.1 A structure-mapping analysis of a simple analogy 10.2 Four levels of structure mapping 10.3 Structure-mapping analysis of some concrete aids 10.4 Structure-mapping analysis of a place ...
... logical or mathematical reasoning. In his chapter, Michael Shayer crystallizes his long experience in cognitive acceleration. In so doing, he formulates a general scheme about the general and specific goals that an acceleration study ...
... logic directly to children (Furth and Wachs 1974) or presenting materials just beyond a current stage in hopes of inducing children to stretch their cognitive structures upward (Turiel 1969). On the other hand, the second horn of the ...
... logical structures. A skill is defined as a control structure governing a specific class of actions that a person can perform in a specific context. A skill is therefore defined mutually by the activity of the person and the nature of ...
... logically about number (Gelman and Gallistel 1978). In this task children must understand that changing the length of a row of objects, such as ten pebbles, does not affect the number of objects. Performance on this task (as well as ...
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 | |