Article 4: Piaget Implication for Teaching
The article based on Piaget implication for teaching is tied into his theory concept of intelligence. By forming questions such as how will this teaching method reach all students? Or what process does the learner need to develop a cognitive growth in the educational system? The article provides information towards the theoretical assumptions of Piaget`s theory on education. Such as Piaget`s believes that there are four components that is needed in order to have a foundation of mental development. The four components are having physical capabilities, experiencing hands- on activities from leaning aids or tools. Also having social interactions and being able to fit new experiences with prior cognitive structures. Piaget has indentified a series of stages in the process of cognitive development (Webb, 1980, p. 93). The stages must remain in order, since each stage is based on an individual ability to learn information and to be able to understand the material.
One of the key points that was included in the article was stage based teaching. The question or topic was could a child progress of the stages be accelerated? Fifteen training cases started research to determine if Piaget research was on point. The three stages that were researched was learning to perform a mental operational, learning a Piagetian task and moving a student from the concrete stage to the formal stage. The conclusion was that a student can learn a specific task but with limited retention, the shifts from concrete and formal operations may result from interim experiences due to unrelated training (Webb, 1980, p. 94).
The article brought out Piaget passion for social interaction and stressed how important pe...
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... the subjects. Also how to address gender issues in the subjects and incorporating developmental stages background knowledge.
Works Cited
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Gunderson, E., Ramirez, G., Levine, S., & Beilock, S. (2012). The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes. Sex Roles, 66(3/4), 153-166.
Jovanovich, J., & Steinbach-King, S. (1998). Boys and Girls Performance-Based in the Science Classroom. American Educational Research Journal, 35(3), 477-496.
Peplow, M. (2004). Science education: Doing it for the kids. Nature, 430(6997), p286-287.
Webb, P. K. (1980). Piaget: Implications for Teaching. Theory Into Practice, 19(2), 93. 5.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of research in science teaching , 2 (3), 176-186.
It is a common phenomenon in coed schools that when an instructor asks a girl to answer a question in a science or math class, some boys always interrupt and answer that question correctly. Many girls at that moment may feel embarrassed, frightened, and even want to be invisible. In many cases, instructors do not punish the boys for their rude behaviors. As The learning environment and teachers’ attitude make girls feel pressure and decrease their Learning enthusiasm. As a result, girls and boys receive a different education even though they have the same class. In the U.S., the discrepancy in academic performance persists across gender. In order to close the gap and provide an equitable and quality education
The United Kingdom did a survey in 2003 where the objective was to identify gender issues in the academic performances of boys and girls during classroom laboratories. This study was done on adolescent children that explored the idea of what would be said about girls and boys who stated that they did or did not like science. The conclusion was predicted with the group of imaginary girls and boys. That is participants were to mark traits of girls and boys in their class that they did not know. Girls who liked science were found less feminine than girls who disliked science (Breakwell, Glynis; Robertson, Toby. 449). Oddly enough girls and boys who scored themselves did not give ratings that girls that liked science were considered less feminine. However, boys rated boys who disliked science more feminine. It appears that boys are pres...
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
Sending a child to a gender based school, is a very big decision to make. The decision is so big, that looking at what research has to say about the topic could alter one’s decision to send their child to a gender based school. “Educators must apply different approaches in teaching make, and female students” (Gurian). This is said by Gurian, because he also believes that boys and girls learn differently. “Social pressures can be gentler and your child can learn at his own pace” (Kennedy).
Wood, K. "Piaget's Stages of Cognitive Development," in M. Orey Emerging perspectives on learning, teaching, and technology, 2001.
Piaget presents the argument based on the influence of nature on the development of human intelligence. According to this theory, children actively contract knowledge as they manipulate and explore the world. Based on the principle of adaptation, the theory asserts that just as the body is adapted to fit the environment, it so does the structures of the mind to fit the mind. To Piaget, development is a progressive reorganization of mental processes resulting from biological maturation and environmental experiences. It is, therefore, clear that the theory puts emphasis on the importance of the environment in nurturing children. Piaget believed that children construct an understanding of the world around them, experience disparities between what they already know and what they discover in their surrounding and then adjust their ideas as the need may arise. Parents should, therefore, maintain a stable, but yet varied and exciting environment for children to fully explore and unfold the inborn or rather biological
The third stage is the Concrete Operational stage (7-11 years); this is when children are starting to solve problems mentally and develop concepts and are beginning to get better at understanding and following rules. Piaget’s fourth and final stage is the Formal Operational Stage (11 years and over); this stage is where the child is able to think not only as in the terms of the concrete, but also think in the abstract and is now able to think hypothetically. Piaget’s theory is one where children learn in a different manner to that of adults as they do not have the life experiences and interactions that adults have and use to interpret information. Children learn about their world by watching, listening and doing. Piaget’s constructivist theory has had a major impact on current theories and practices of education. Piaget has helped to create a view where the focus is on the idea of developmentally appropriate education. This denotes to an education with environments, materials and curriculum that are coherent with a student’s cognitive and physical abilities along with their social and emotional
Some boys around the age of seven, are reported to believe that their male peers are better at math than fellow female students. As for girls at this age, believe that both male and female students are equally capable in math, until the age of 10. This is where female students begin to believe that males students are better in the math areas. However, during adolescence years, boys begin to agree that girls and boys are equally good at math, as girls continue to state males are more successful in math (Saucerman and
Jean Piaget is a Switzerland psychologist and biologist who understand children’s intellectual development. Piaget is the first to study cognitive development. He developed the four stages of cognitive development: the sensori-motor stage, preoperational stage, the concrete operational and the formal operational stage. Piaget curiosity was how children cogitate and developed. As they get mature and have the experience, children’s will get knowledgeable. He suggested that children develop schemas so they can present the world. Children’s extend their schemas through the operation of accommodation and assimilation.
“The influence of Piaget’s ideas in developmental psychology has been enormous. He changed how people viewed the child’s world and their methods of studying children. He was an inspiration to many who came after and took up his ideas. Piaget's ideas have generated a huge amount of research which has increased our understanding of cognitive development.” (McLeod 2009). Piaget purposed that we move through stages of cognitive development. He noticed that children showed different characteristics throughout their childhood development. The four stages of development are The Sensorimotor stage, The Preoperational Stage, The Concrete operational stage and The Formal operational stage.
Same sex classes make it possible for teachers to cater to student needs in a more efficient way. In general boys benefit from hands on learning, but girls benefit from calm discussions (Mullins 3). Girls tend to doubt themselves while boys think they can do anything. Boys need to be brought down from the clouds while girls need to be dug out of a hole (Mullins 3). David Chadwell says, "Structure and connection are two key concepts when examining gender in the classroom. All students certainly need both, but it seems that teachers need to consider the issue of structure more with boys and the issue of connection more with girls" (7), and Kristen Stanberry’s research has shown, "Some research indicates that girls learn better when classroom temperature is warm, while boys perform better in cooler classrooms. If that's true, then the temperature in a single-sex classroom could be set to optimize the learning of either male or female students" (1). These observations further support the idea that same sex classrooms can cater to student’s...
Girls are seen as caring, nurturing, quiet, and helpful. They place other’s needs above their own. Girls get ahead by hard work, not by being naturally gifted. Boys are seen as lazy, but girls are seen as not capable. In class, teacher will call on boys more than they call on girls. Boys are seen as better at math and science; while girls are better at reading and art. This bias is still at work even out of the classroom. There are more males employed at computer firms than women. The ratio of male to female workers in STEM fields is 3-1. In college, more women major in the humanities than in the sciences. In education, women are often seen as lesser than; even though 65% of all college degrees are earned by women. Women are still often seen as needing to be more decorative than intellectual, as represented by the Barbie who included the phrase, “Math is hard!” and the shirt that JC Penneys sold that said, “I’m too pretty to do homework, so my brother has to do it for me.” While there was a backlash on both items, it points out that there is a great deal of work to do on the educational gender bias to be
Piaget’s Cognitive theory represents concepts that children learn from interactions within the world around them. He believed that children think and reason at different stages in their development. His stages of cognitive development outline the importance of the process rather the final product. The main concept of this theory reflects the view th...
The Critique of Piaget's Theories Jean Piaget (1896 – 1980) was a constructivist theorist. He saw children as constructing their own world, playing an active part in their own development. Piaget’s insight opened up a new window into the inner working of the mind and as a result he carried out some remarkable studies on children that had a powerful influence on theories of child thought. This essay is going to explain the main features and principles of the Piagetian theory and then provide criticism against this theory. Cognitive development refers to way in which a person’s style of thinking changes with age.