Neo-Piagetian theories of cognitive development : implications and applications for education
著者
書誌事項
Neo-Piagetian theories of cognitive development : implications and applications for education
（International library of psychology）
New York : Routledge, 1994, c1992
- : pbk
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注記
Chiefly papers presented at three symposia held at the 3rd European Conference for Research on Learning and Instruction, held in Madrid, in September 1989
Includes bibliographical references and name and subject indexes
"First published in 1992 by Routledge ... First published in paperback 1994"--T.p. verso
内容説明・目次
内容説明
Educationalists espoused Piaget's theory of cognitive development with enthusiasm in the late 1960's. Since then however, Piaget's models have been widely criticised and have fallen out of favour. The Neo-Piagetians, as they have been dubbed, attempt to preserve the best of traditional Piagetian ideas and combine them with the results of recent empirical research. In this collection, an international array of the world's leading scholars show how new research and diverse research traditions can be reconciled with many of Piaget's models to provide useful insights into many of the problems faced by researchers in educational settings.
目次
Foreword. Introduction. Part I: General Principles of Cognitive Organisation and Change and Implications for Education. Cognitive Development in Educational Contexts: Implications of Skill Theory, Bidell, Fischer. Modes of Knowing, Forms of Knowing, and Ways of Schooling, Biggs. The Role of Central Conceptual Structures in the Development of Children's Scientific and Mathematical Thought, Case. Social Organisation of Cognitive Development: Internalization and Externalization of Constraint Systems, Valsiner. Structural Systems in Developing Cognition, Science and Education, Demetriou, Gustafsson, Efklides, Platsidou. Part II: Inducing Cognitive Change. Problems and Issues in Intervention Studies, Shayer. Training, Cognitive Change and Individual Differences, Efklides, Demetriou, Gustafsson. Improving Operational Abilities in Children, Csapo. Training Scientific Reasoning in Children and Adolescents, Goossens. Value and Limitations of Analogs in Teaching Mathematics, Halford, Boulton-Lewis. Developing Thinking Abilities in Arithmetic Class, Resnick, Bull, Lesgold. Causal Theories, Reasoning Strategies and Conflict Resolution by Experts and Novices in Newtonian Mechanics, Pozo, Carretero. Cognitive Prerequisites of Reading and Spelling: A Longitudinal Approach, Schneider, Naslund. Concluding Chapter. Returning to School: Review and Discussion, Biggs. Index.
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