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learning_theories:stage_theory_of_cognitive_development [2011/04/12 10:51]
jpetrovic [What is the practical meaning of stage theory of cognitive development?]
learning_theories:stage_theory_of_cognitive_development [2011/04/12 15:08]
jpetrovic [Criticism]
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   * **Constructivism** - Piaget was a constructivist theorist suggesting children **construct** their knowledge through **interaction of their biological predispositions with their experience**. **Active self-discovery** of rules underlying current concepts and outcomes is the key to learning.   * **Constructivism** - Piaget was a constructivist theorist suggesting children **construct** their knowledge through **interaction of their biological predispositions with their experience**. **Active self-discovery** of rules underlying current concepts and outcomes is the key to learning.
  
 +These assumptions made Piaget believe that learning using tutoring procedures was ineffective,​ and that constructive learning should provide much better results. Still, research has soon shown that both assumptions were generally incorrect.
 ===== What is the practical meaning of stage theory of cognitive development?​ ===== ===== What is the practical meaning of stage theory of cognitive development?​ =====
  
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 ===== Criticism ===== ===== Criticism =====
  
-A common criticism of Piaget'​s theory lies on the fact that nor him or coworkers didn't leave an instrument for diagnosing child'​s current stage of cognitive developmentStill, as a border between preoperational period ​and operational period Piaget suggested **conservation experiments**. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational ​ period should realize both glasses hold equal amount of liquid. According to Piaget'​s theory, these stage differences cannot be overcome using any kind of training.+{{  :​images:​conservation.jpg?​400x320|Number conservation ​and quantity ​conservation experiments.}}
  
-But a number of experiments((For details see: [[http://​www.scribd.com/​doc/​41760294/​Educational-Psychology-a-Century-of-Contributions|Zimmerman,​ Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])) have proved the opposite. The child'​s **ability to learn** (at least for conservation concepts) **is not so strictly defined by his current stage of cognitive development** in accordance with Piaget'​s theory.+One of the suggested ways of measuring the border between preoperational and concrete-operational period Piaget suggested were **conservation experiments**. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational ​ period should realize both glasses hold equal amount of liquid. 
 + 
 +But although according to Piaget'​s theory, these stage differences cannot be overcome using any kind of training, ​a number of experiments((For details see: [[http://​www.scribd.com/​doc/​41760294/​Educational-Psychology-a-Century-of-Contributions|Zimmerman,​ Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])) have proved the opposite. The child'​s **ability to learn** (at least for conservation concepts) **is not so strictly defined by his current stage of cognitive development** in accordance with Piaget'​s theory
 + 
 +Experiments have also shown that other methods of teaching including tutoring or social learning through observation were at least as successful as learning by self-discovery.
  
 As the result criticisms of Piaget usually emphasized that, As the result criticisms of Piaget usually emphasized that,
  
-  * his development stages ​were often considered to be **oversimplified** or **underestimating abilities of children** +  * his development stages ​are **oversimplified** or **underestimating abilities of children** 
-  * his **experiments** ​are considered ​**not to be designed carefully enough** to exclude other explanations,​+  * nor him or his coworkers didn't leave an instrument for diagnosing child'​s current stage of cognitive development,​ 
 +  * his **experiments** ​were **not designed carefully enough** to exclude other explanations,​
   * he offered to **little evidence** for his theory, and that    * he offered to **little evidence** for his theory, and that 
   * he didn't address important questions like **social and motivational influences** on cognitive development.  ​   * he didn't address important questions like **social and motivational influences** on cognitive development.  ​
learning_theories/stage_theory_of_cognitive_development.txt · Last modified: 2023/06/19 18:03 (external edit)