Application of Piagetian theory to introductory chemistry instruction

Goodstein, Madeline P.; Howe, Ann C.

doi:10.1021/ed055p171

Cited by 23 publications

(20 citation statements)

References 8 publications

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“…The teacher has an important role to play in this process-to design suitable activities, to provide guidance through the process, and to serve as a role model. A number of others have found that similar strategies are more useful than a lecture method in facilitating the development of reasoning (Wollman and Lawson, 1978;Johnson, 1976;Lawson and Wollman, 1976;Goodstein and Howe, 1978;Schneider and Renner, 1980;Collea and Nummedal, 1980). This study indicates, therefore, that in the area of foods and nutrition, as in some of the other areas studied, appropriate intervention strategies can enhance at least moderately the reasoning skill of adults.…”

Section: Discussionmentioning

confidence: 99%

Thinking about Nutrition: Assessing and Enhancing the Reasoning Skills of College Non‐Major Nutrition Students

Contento

1981

Home Economics Research Journal

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Producing nutritionally literate consumers who can make prudent judgments in today's marketplace is a major goal of nutrition courses for non‐majors and interested citizens. It is suggested here that providing information alone is not sufficient and that Piagetian research may provide a useful framework for understanding the reasoning skills that are also needed. Research on adolescent and adult reasoning is at an exploratory stage, and although Piaget's notion of “formal thought” may not account for all adult reasoning, it does seem to involve some skills of importance to consumers. In this study, the reasoning skills of non‐major nutrition students were assessed on the basis of their performance on tests derived from the work of Piaget. Only about 25 percent of the subjects used formal reasoning consistently. There was no difference between those who used formal reasoning and those who did not in terms of their ability to comprehend and apply elementary nutrition information. Both types of subjects were also able to carry out, to some degree, tasks in nutrition which were more complex. However, those who used formal reasoning scored significantly better (p < 0.001) than those who did not on tasks which involved analyzing books and ads for their misleading logic, using nutrient labels, and evaluating nutrition issues. Teaching strategies suggested by Piagetian theory resulted in significant gains (p= 0.004) in the use of formal reasoning, whereas the lecture‐discussion method did not. Those who teach non‐majors are urged not only to provide food and nutrition information but also to encourage the development of the reasoning skills of these student‐consumers.

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Section: Discussionmentioning

confidence: 99%

Thinking about Nutrition: Assessing and Enhancing the Reasoning Skills of College Non‐Major Nutrition Students

Contento

1981

Home Economics Research Journal

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“…É possível encontrar jovens e adultos em fases que comumente são atribuídas às crianças. Há pesquisas que mostram adultos na fase concreta (HERRON, 1975;GOOD;KROMHOUT;MELLON, 1979;GOODSTEIN, HOWE, 1978), o que significa que falham quando necessitam da fase formal (CHIAPPETTA, 1976). Analogamente, também as crianças parecem em alguns casos avançar além das fases relacionadas a suas idades, o que fez com que alguns autores afirmassem que Piaget subestimou as crianças (AUBREY, 1993;BAILLARGEON, 1991;GELMAN, MECK, MERKIN, 1986;SIEGAL, 1999).…”

Section: Respostas Ao Questionário -Escala Likertunclassified

Piaget como referencial teórico para o ensino e aprendizagem de adolescentes e adultos

Yamazaki

Labarce

2019

Amaz. RECM

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Foram muitas as contribuições da epistemologia de Jean Piaget ao ensino de diversas áreas do conhecimento no decorrer das últimas décadas. As perspectivas interacionistas, críticas e progressistas que têm sido comumente adotadas, deram ao movimento construtivista um potencial interpretativo capaz de analisar os processos didático-pedagógicos por meio de superações de concepções individuais de senso comum. Apesar disso, por meio de nossa vivência em nossas atividades docentes cotidianas, levantamos a hipótese de que não é incomum a compreensão do aporte teórico piagetiano como uma referência teórica capaz de lidar somente com situações que envolvem eminentemente crianças e o início da adolescência. Os manuais didáticos que visam divulgar as contribuições piagetianas, apontam preponderantemente os conceitos e análises que se referem ou se enquadram à educação infantil, o que obstaculiza sua incorporação como referência teórica para investigações de situações que remetem ao Ensino Médio e ao Ensino Superior. Este trabalho trata-se de análises de uma pesquisa empírica feita com alunos de uma universidade pública do Brasil, que visou corroborar ou refutar nossa hipótese. Por fim, sugerimos para formação inicial ou continuada de professores, materiais que dizem respeito a pesquisas que se usam desta epistemologia a fim de estendê-la e de torná-la acessível para o docente em seu trabalho cotidiano

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“…It is critical for chemistry students to correctly understand and apply the concepts of the particulate nature of matter (PNM). Nevertheless, the particulate theory of matter is one of the most difficult topics due to the abstract nature of atoms and molecules, which requires students’ ability to logically operate on information and symbols beyond personal experience and concrete cases in the real world. − According to Piagetian theory of cognitive development, students who possess such ability must be in the formal operational stage. , However, the literature has shown that more than 50% of college freshmen may be in the concrete operational stage, or in the transition state between the concrete and formal operational stages. − These students often need concrete experiences when conducting mental operations to understand abstract conceptions. , As a result, they have difficulty learning chemistry at the particulate level, like atoms and molecules that cannot be observed or experienced directly. In particular, many of these students have misconceptions about the structures and behaviors of submicroscopic particles due to the obstacle of building appropriate mental models. − …”

Section: Introductionmentioning

confidence: 99%

Effect of Computer Simulations at the Particulate and Macroscopic Levels on Students’ Understanding of the Particulate Nature of Matter

Tang

Abraham

2015

J. Chem. Educ.

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Computer-based simulations can help students visualize chemical representations and understand chemistry concepts, but simulations at different levels of representation may vary in effectiveness on student learning. This study investigated the influence of computer activities that simulate chemical reactions at different levels of representation in students’ conceptual understanding of the particulate nature of matter (PNM). The participants included 170 second semester general chemistry students and were divided into two groups: one interacting with computer simulations at the particulate level and one at the macroscopic level. Students’ understanding of the PNM was measured using the Particulate Nature of Matter Assessment. In addition, factor analysis was performed to detect latent concepts in the instrument. Results showed that dynamic simulations at the particulate level helped students understand the PNM in chemistry involving particle motion.

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Application of Piagetian theory to introductory chemistry instruction

Cited by 23 publications

References 8 publications

Thinking about Nutrition: Assessing and Enhancing the Reasoning Skills of College Non‐Major Nutrition Students

Thinking about Nutrition: Assessing and Enhancing the Reasoning Skills of College Non‐Major Nutrition Students

Piaget como referencial teórico para o ensino e aprendizagem de adolescentes e adultos

Effect of Computer Simulations at the Particulate and Macroscopic Levels on Students’ Understanding of the Particulate Nature of Matter

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