Piaget Essay -- essays research papers

Piagets Theory of Cognitive DevelopmentDuring the 1920s, a life scientist named denim Piaget proposed a theory ofcognitive organic evolution of children. He caused a newborn revolution in sentiment nigh how thinking develops. In 1984, Piaget observe that childrenunderstand concepts and reason differently at different stages. Piaget give tongue to childrens cognitive strategies which are used to solve troubles,reflect an interaction among THE CHILDS latest DEVELOPMENTAL STAGE ANDexperience in the world.Research on cognitive development has provided accomplishment educators withconstructive information regarding student capacities for collision apprehensioncurricular goals. Students which demonstrate concrete operationalthinking on Piagetian tasks seem to chromosome mapping only at that take and not atthe clump operational level in science. Students which give turn up offormal operational thinking on Piagetian tasks often function at theconcrete operational level in scie nce, thus leading interrogationers to decide that the majority of adolescents function at the concreteoperational level on their understanding of science subject matter. In a have by the National Foundation of subjects in Piagets Balance Task wererated as universe operational with respect to proportional thoughtdevelopment. In addition, lxxi part of subjects did not achievecomplete understanding of the material interrogatoryine in a laboratory unit of measurementrelated to chemical solubility. The unit delt with primeval ratios andproportions, and when overall physical science achievement was considered,about xliii pct of the formal operational studies were not ableto give childly examples of the problem that were correctly solved on thepaper and pencil exam (Inhelder & Piaget, 1958, p. 104).Piaget was originally have-to doe with with the developmental factors thatcharacterize the changes in the childs explanations of the world almosthim or her. Piagets early research s howedthree parallel lines of development. First, from an initial adualism or perplexity of result of thesubjects make activity with objective changes to reality to a note between subject and object. Second, from aphenomeno dianoetic interpretation of the world to maven which is found onobjective causality. Third, from a unconscious commissioning on ones ownpoint of view to a decentration which allocates the subject a empower in theworld alongside... ...ater extent than at the present. Science teachers whoare mainly concerned about themselves in relation to their teaching roleor about their adequacy as a teacher, will be in issuanceive to focus on theintellectual capabilities of their students, in spite of the importanceand shock which this has been proven to have on students learning.Therefore, it can be stated that Piagets theories of cognitivedevelopment have, and will continue to have a great effect on the mannerin which teaching is done.ReferencesAthey, I., & Rubandeau, D. (1970). Educational implications of piagetstheory. Waltham, Mass. Ginn-Blaisdell.Inhelder, B., & Piaget, J. (1958). The growth of logical thinking fromchildhood to adolescence. New York Basic Books.Inhelder, B., & Piaget, J. (1971). Mental imagery in the child. capital of the United KingdomRoutledge and Kegan Paul.Inhelder, B., & Sinclair, H. (1974). Learning and development ofcognition. Cambridge, Mass. Harvard University Press.Philips, D. (1976, February). Piagetian perspectives on science teaching.The science teacher. vol. 43, zero(prenominal) 2.Piaget, J. (1973). To understand is to invent the future of education.New York Grossman Publication. Piaget Essay -- essays research papers Piagets Theory of Cognitive DevelopmentDuring the 1920s, a biologist named Jean Piaget proposed a theory ofcognitive development of children. He caused a new revolution in thinkingabout how thinking develops. In 1984, Piaget observed that childrenunderstand concepts and reason diff erently at different stages. Piagetstated childrens cognitive strategies which are used to solve problems,reflect an interaction BETWEEN THE CHILDS CURRENT DEVELOPMENTAL STAGE ANDexperience in the world.Research on cognitive development has provided science educators withconstructive information regarding student capacities for meeting sciencecurricular goals. Students which demonstrate concrete operationalthinking on Piagetian tasks seem to function only at that level and not atthe formal operational level in science. Students which give evidence offormal operational thinking on Piagetian tasks often function at theconcrete operational level in science, thus leading researchers toconclude that the majority of adolescents function at the concreteoperational level on their understanding of science subject matter. In astudy by the National Foundation of subjects in Piagets Balance Task wererated as being operational with respect to proportional thoughtdevelopment. In addition, seventy -one percent of subjects did not achievecomplete understanding of the material studied in a laboratory unitrelated to chemical solubility. The unit delt with primary ratios andproportions, and when overall physical science achievement was considered,about forty-three percent of the formal operational studies were not ableto give simple examples of the problem that were correctly solved on thepaper and pencil exam (Inhelder & Piaget, 1958, p. 104).Piaget was primarily concerned with the developmental factors thatcharacterize the changes in the childs explanations of the world aroundhim or her. Piagets early research showedthree parallel lines of development. First, from an initial adualism orconfusion of result of thesubjects own activity with objective changes to reality to adifferentiation between subject and object. Second, from aphenomenological interpretation of the world to one which is based onobjective causality. Third, from a unconscious focusing on ones ownpoint of view to a decentration which allocates the subject a place in theworld alongside... ...ater extent than at the present. Science teachers whoare chiefly concerned about themselves in relation to their teaching roleor about their adequacy as a teacher, will be unable to focus on theintellectual capabilities of their students, in spite of the importanceand impact which this has been proven to have on students learning.Therefore, it can be stated that Piagets theories of cognitivedevelopment have, and will continue to have a great effect on the mannerin which teaching is done.ReferencesAthey, I., & Rubandeau, D. (1970). Educational implications of piagetstheory. Waltham, Mass. Ginn-Blaisdell.Inhelder, B., & Piaget, J. (1958). The growth of logical thinking fromchildhood to adolescence. New York Basic Books.Inhelder, B., & Piaget, J. (1971). Mental imagery in the child. LondonRoutledge and Kegan Paul.Inhelder, B., & Sinclair, H. (1974). Learning and development ofcognition. Cambridge, Mass. Har vard University Press.Philips, D. (1976, February). Piagetian perspectives on science teaching.The science teacher. vol. 43, No. 2.Piaget, J. (1973). To understand is to invent the future of education.New York Grossman Publication.