Piagetian Psychology and Education: Time for Revision

Brown, Geoffrey L.; Desforges, Charles

doi:10.1111/j.2044-8279.1977.tb02995.x

Cited by 58 publications

(24 citation statements)

References 14 publications

(18 reference statements)

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“…It has been studied mainly as a concept showing the degree of cognitive development of a child (Piaget, 1929;Laurendeau & Pinard, 1962;Looft, 1974;Brown & Desforges, 1977;Lucas, Linke, & Sedgwick, 1979;Tamir, Gal-Chopin, Nussinovitz, 1981;Gelman, Spelk, & Meek, 1983;Carey, 1985;Springer & Keil, 1991;Rosengren, Gelman, Kalish, & McCormick, 1991;Backscheider, Shatz, & We would ike to thank Marianthi Sarmonika and Christina Tyrosvouti for their help in collection of the experimental data. and preparation of the teaching intervention.…”

Section: Introductionmentioning

confidence: 99%

The development of the concept of alive by preschoolers through a cognivive conflict teaching intervention

Zogza

Papamichaël

2000

Eur J Psychol Educ

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The aim of this research was the conceptual change and transformation of the intuitive conceptions ofpreschoolers concerning life through a cognitive -conflict teaching intervention. Young children use the criterion of movement to justify the classification of objects as living or non-living, that is classify plants as non-living because they are immobile and mobile non-alive objects as living. The concept oflife includes many sub-concepts and movement is a secondary and not a universal characteristic of living organisms. The subjects of this research were chosen according to their replies concerning the classification of plants as non-living. Subjects of the experimental group received a teaching intervention aiming at the change of their conceptual context about life and focusing mainly at the dependence of an organism to its environment. In the teaching intervention we used the procedure of cognitive conflict through the juxtaposition of live organisms to dead ones and mobile simulations. Our results show that all the children of experimental group presented a conceptual change classifying the plant as alive and using explanations including the dependence on environment and otherfunctions, increasing the number ofcriteria used for justification ofthe animal as living.

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Section: Introductionmentioning

confidence: 99%

The development of the concept of alive by preschoolers through a cognivive conflict teaching intervention

Zogza

Papamichaël

2000

Eur J Psychol Educ

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“…Vuyk (1981, p. 227) suggests Piaget re-thought the relationship between form and content at the formal operational stage. Brown & Desforges (1977) argue that stages by definition involve a 'coherent integration of operations' and that, when this can be shown not to be the case, the utility of the concept breaks down. If low correlations are observed between tasks intended to demonstrate the same sort of intellectual functioning, the concept of a stage is seriously at risk (Pascual-Leone, 1970;Blasi & Hoeffel, 1974;Hamel, 1974;Neimark, 1975;Schwebel, 1975).…”

Section: Resultsmentioning

confidence: 96%

Bringing Child Psychology to Religious Curricula: the cautionary tale of Goldman and Piaget

Kay

1996

Educational Review

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The curriculum in British schools began to show the influence of child psychology in the 1960s and this influence was exemplified in Ronald Goldman's attempt to apply Piagetian psychology to religious education. Goldman's work attempted to transfer Piagetian theory to the interpretation of texts, an attempt to which Piagetian theory is particularly ill-suited. Nevertheless, it would be a mistake to underrate the contribution which child psychology might be expected to make to religious curricula.

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“…These results add to the existing inconclusive evidence for the unity hypothesis and the stage concept. Brown and Desforges (1977), for example, criticized Piaget's definition of stages and proposed that "the vague conclusions of Piagetian research may well be a consequence of the search for content-free mental structures, a research strategy which is arguably misguided" (p. 15).…”

Section: Discussionmentioning

confidence: 99%

Formal reasoning performance of higher secondary school students: Theoretical and educational implications

Valanides

1999

Eur J Psychol Educ

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The study investigat ed the structure and development offormal thought among tenth-, eleve nth-, and twelfth-grade students . The subjects of the study were the total numbers of students attending the science. the economic. and the other sections of two higher secondary schools. Students ' performance on a standardized Test of Logical Thinking (TOLT) was used as a measure of their cognitive abilities related to control ofvariables. proportional. probabilistic. correlational, and combinatorial reasoning. Students attending the different sections of study had significantly different TOLT performance. older students exhibited significantly better TOLT performance than younger ones, and boys perform ed significantly better on TOLT than girls did. The "rate " of development was, however, different for different reasoning modes and differences in school achievement between boys and girls did not tap differences in TOLT performance. Regression analysis showed that section of study. gender. grade level. and measures of school achievement contributed significantly to the prediction of TOLT performan ce. Factor analysis ofperformance on the ten TOLT items (two items from each reasoning mode) produced a two-and three-factor solution for the sample of boys and the sample of girls, respectively. The results indicate that different theoretical perspectives should be considered when evaluating cognitive development and that learning environm ents conducive to cognitive gro wth need to be designed and implemented.

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Piagetian Psychology and Education: Time for Revision

Cited by 58 publications

References 14 publications

The development of the concept of alive by preschoolers through a cognivive conflict teaching intervention

The development of the concept of alive by preschoolers through a cognivive conflict teaching intervention

Bringing Child Psychology to Religious Curricula: the cautionary tale of Goldman and Piaget

Formal reasoning performance of higher secondary school students: Theoretical and educational implications

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