Neo‐Piagetian Systems Theory and the Education of Young Children

Mascolo, Michael F.; Kanner, Bonnie G.; Griffin, Sharon

doi:10.1080/0300443981400104

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Social Constructivism and Learning Development Theories In T...1

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2006

2024

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Cited by 2 publications

(2 citation statements)

References 32 publications

(35 reference statements)

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“…While Piaget (1941) postulated that there was a universal sequence of stages through which all children develop, some studies have suggested that intellectual skills are organized within domains and by task, learning environment, and social context (Mascolo, Kanner, & Griffin, 1998). Given the conclusions of this body of literature, dividing children into groups using PiagetÕs stages of development may not be appropriate and may have created arbitrary divisions between children.…”

Section: Discussionmentioning

confidence: 97%

Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

Cooper

Schleser

2006

Early Childhood Educ J

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Section: Discussionmentioning

confidence: 97%

Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

Cooper

Schleser

2006

Early Childhood Educ J

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“…Constructivism suggests that learning is an active process in which learners construct their understanding of the world based on their experiences and interactions with the environment (Mascolo et al, 1998;Adams, 2006;Rasul et al, 2023). Social constructivism emphasises the role of social and cultural factors in shaping how individuals actively construct knowledge within an educational setting (Adams, 2006;Walker and Shore, 2015;Saleem et al, 2021;Rasul et al, 2023).…”

Section: Social Constructivism and Learning Development Theories In T...mentioning

confidence: 99%

Using social learning theories to explore the role of generative Artificial Intelligence (AI) in collaborative learning

Zhou,

Schofield

2024

JLDHE

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This opinion piece highlights the integral role of generative Artificial Intelligence (AI) in learning within Higher Education Institutions (HEIs). Employing social learning theories, this opinion piece aims to explore generative AI as a stakeholder in learning. By weaving in social constructivist and learning theories, this opinion paper aims to uncover the capacity of generative AI to facilitate and enhance the learning process. Central to this opinion piece proposition is cultivating a learning community that leverages AI's potential as a new learning stakeholder. This opinion piece aims to contribute to ongoing discussions in the field of learning development by offering a fresh outlook on how AI can be an asset in knowledge co-creation and collaborative learning. The paper does this in the following ways: (1) highlights how generative AI can effectively contribute to learning and knowledge co-creation, and (2) provides some guidance for integrating generative AI in collaborative learning.

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Neo‐Piagetian Systems Theory and the Education of Young Children

Cited by 2 publications

References 32 publications

Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

Using social learning theories to explore the role of generative Artificial Intelligence (AI) in collaborative learning

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