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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... stages (i.e., the sensori-motor, the ikonic, the concrete-symbolic, the formal, and the postformal) do not supplant each other with growth but remain active, each facilitating and broadening the functioning of the others; second, that ...
... stage structure. Discussion of context-neutral conceptions of cognition will therefore concentrate mainly on stage structure, touching upon psychometric and competency conceptions only enough to indicate Cognitive development in ...
... stage structures There has always been a tension in Piagetian theory between its constructivist framework and its structuralist stage model . Constructivism characterizes the acquisition of knowledge as a product of the individual's ...
... stage framework is a unilinear conception of the developmental pathway . Because each individual passes through the same sequence of universal stages , all individuals must share the same pathway of development and the same ...
... stage structures with regard to education. With organism and environment radically separated, it is difficult to analyse how educational interventions in everyday performance might affect knowledge acquisition. Furthermore, even though ...
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 | |