learning_theories:stage_theory_of_cognitive_development
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learning_theories:stage_theory_of_cognitive_development [2011/05/05 15:30] jpetrovic [What is stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2012/01/12 11:42] 127.0.0.1 external edit |
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| ===== General ===== | ===== General ===== | ||
| - | Stage theory of cognitive development (also known as //developmental stage theory// or //genetic epistemology//) was introduced by Swiss child psychologist [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] in the 1950s. This theory describes **development of cognitive processes** which are key to understanding, but also constrain of learning. According to Piaget, | + | Stage theory of cognitive development (also known as //developmental stage theory// or //genetic epistemology//(('Genetic' here refers to |
| + | the genesis and development of knowledge, not to biological heredity.))) was introduced by Swiss child psychologist [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] in the 1950s. This theory describes **development of cognitive processes** which are key to understanding, but also constrain of learning. According to Piaget, | ||
| * "//Learning is no more than a sector of cognitive development that is facilitated by experience.//"((Piaget, J. Piaget's theory. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 1). New York: Wiley, 1970.)) | * "//Learning is no more than a sector of cognitive development that is facilitated by experience.//"((Piaget, J. Piaget's theory. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 1). New York: Wiley, 1970.)) | ||
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| The importance of the Piaget's stage model are the **constrains** that stage of cognitive development sets **on learning**. These constrains mean that what can be learned depends on the current developmental stage. One should be taught to apply developed cognitive structures to new material, but to learn new strategies first the related cognitive structure has to evolve. | The importance of the Piaget's stage model are the **constrains** that stage of cognitive development sets **on learning**. These constrains mean that what can be learned depends on the current developmental stage. One should be taught to apply developed cognitive structures to new material, but to learn new strategies first the related cognitive structure has to evolve. | ||
| - | Learning according to Piaget takes place through two processes: **absorbing** into the existing schemata or mental constructs which individuals use to organize and adapt to environment, and **accommodating** when schema change is required.((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) | + | Learning according to Piaget takes place through two processes: **absorbing** into the existing schemata (mental constructs which individuals use to organize and adapt to environment), and **accommodating** when schema change is required.((Piaget also uses concepts of schema and schemata, later expanded by Anderson. See: [[learning_theories:Schema theory]])) |
| Piaget was also concerned with the instructional methodology for children where he was a proponent of: | Piaget was also concerned with the instructional methodology for children where he was a proponent of: | ||
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| [[http://projects.coe.uga.edu/epltt/index.php?title=Piaget%27s_Stages|Wood, Kay C., Smith, H. and Daurice Grossniklaus. Piaget's Stages of Cognitive Development.]] Retrieved March 11, 2011. | [[http://projects.coe.uga.edu/epltt/index.php?title=Piaget%27s_Stages|Wood, Kay C., Smith, H. and Daurice Grossniklaus. Piaget's Stages of Cognitive Development.]] Retrieved March 11, 2011. | ||
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| + | [[http://books.google.hr/books?id=xCfeUdolvM4C|Mohan, Radha. Innovative Science Teaching: For Physical Science Teachers 3Rd Ed. PHI Learning Pvt. Ltd., 2007.]] | ||
| ===== Read more ===== | ===== Read more ===== | ||
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| - | Piaget, J. Studies in reflecting abstraction. London: Psychology Press. 2001. | ||
| [[http://books.google.hr/books?id=3oI9AAAAIAAJ&printsec=frontcover&dq=The+essential+Piaget&hl=hr&ei=dUWlTZTZG8jGtAa7hY2TCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Piaget, J., Gruber, H.E. and Voneche, J.J. The essential Piaget. New York: Basic Books. 1977.]] | [[http://books.google.hr/books?id=3oI9AAAAIAAJ&printsec=frontcover&dq=The+essential+Piaget&hl=hr&ei=dUWlTZTZG8jGtAa7hY2TCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Piaget, J., Gruber, H.E. and Voneche, J.J. The essential Piaget. New York: Basic Books. 1977.]] | ||
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| + | Piaget, J. The Origins of Intelligence in Children. New York: International University Press. 1952. | ||
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| + | Piaget, J. Studies in reflecting abstraction. London: Psychology Press. 2001. | ||
| Lourenço, O. and Machado, A. In defense of Piaget's theory: A reply to ten common criticisms. 1996. | Lourenço, O. and Machado, A. In defense of Piaget's theory: A reply to ten common criticisms. 1996. | ||
learning_theories/stage_theory_of_cognitive_development.txt · Last modified: 2023/06/19 18:03 (external edit)
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