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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... representing most of these theories and traditions. Specifically, the authors focus their work on the educational implications of their research. The chapters are organized in three parts: the first part presents some widely known ...
... representing different domains of expertise will contribute to the elaboration, enrichment, and validation of an empirically underpinned theory of knowledge and skill acquisition List of figures and tables List of contributors Foreword.
... represented and understood at different ages. Thus, it is now commonly accepted that education should respect children's theories and competencies if it is to keep the children self-engaged in the construction of understanding, which in ...
... represents developing intellect as a multimodal and multidimensional entity. However, this theory is unique in ... represented by traditional theories. Biggs also relates his well-known SOLO taxonomy for evaluating the outcomes of ...
... represents the universal state of the art in the field. On the other hand, it also indicates that the field can profit from and fertilize ideas which grow all over the world. One must note in this regard that the European Association ...
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 | |