Neo-Piagetian Theories of Cognitive Development: Implications and Applications for Education

Neo-Piagetian Theories of Cognitive Development: Implications and Applications for Education

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Overview

Educationalists espoused Piaget's theory of cognitive development with enthusiasm in the late 1960's. Since then however, Piaget's models have been widely criticised and have fallen out of favour. The Neo-Piagetians, as they have been dubbed, attempt to preserve the best of traditional Piagetian ideas and combine them with the results of recent empirical research. In this collection, an international array of the world's leading scholars show how new research and diverse research traditions can be reconciled with many of Piaget's models to provide useful insights into many of the problems faced by researchers in educational settings.

Product Details

ISBN-13: 9780415117494
Publisher: Taylor & Francis
Publication date: 12/28/1994
Series: International Library of Psychology Series
Edition description: New Edition
Pages: 320
Product dimensions: 6.10(w) x 9.20(h) x 1.00(d)

About the Author

Andreas Demetriou is Professor of Developmental Psychology at the Aristolian University of Thessaloniki; Michael Shayer is Lecturer in Psychology at King's College, University of London; Anastasia Efklides is Professor of Psychology at the Aristolian University of Thessaloniki.

Table of Contents

Foreword Introduction Part I: General Principles of Cognitive Organisation and Change and Implications for Education 1. Cognitive development in educational contexts: implications of skill theory Thomas R. Bidell and Kurt W. Fischer 2. Modes of knowing, forms of knowing, and ways of schooling John B. Biggs 3. The role of central conceptual structures in the development of children's scientific and mathematical thought Robbie Case 4. Social organisation of cognitive development: internalization and externalization of constraint systems Jaan Valsiner 5. Structural systems in developing cognition, science and education Andreas Demetriou, Jan-Eric Gustafsson, Anastasia Efklides and Maria Platsidou Part II: Inducing Cognitive Change 6. Problems and issues in intervention studies Michael Shayer 7. Training, cognitive change and individual differences Anastasia Efklides, Andreas Demetriou and Jan-Eric Gustafsson 8. Improving operational abilities in children Benö Csapó 9. Training scientific reasoning in children and adolescents Luc Goossens 10. Value and limitations of analogs in teaching mathematics Graeme S. Halford and Gillian M. Boulton-Lewis 11. Developing thinking abilities in arithmetic class Lauren B. Resnick with Victoria Bull and Sharon Lesgold 12. Causal theories, reasoning strategies and conflict resolution by experts and novices in Newtonian mechanics J. Ignacio Pozo and Mario Carretero 13. Cognitive prerequisites of reading and spelling: a longitudinal approach Wolfgang Schneider and Jan Carol Näslund Concluding Chapter 14. Returning toschool: review and discussion John B. Biggs Index

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