Concrete Operational Stage Research Articles

Belief in Metamorphosis

The idea that the borders between different natural species can be easily bridged by metamorphoses was central to the ancient worldview. Humans were believed to be able to undress their human appearance and to transform into any beast whichever, or, conversely, animals were believed to appear as human beings. This belief permeated daily life and ritual practice. The notion of metamorphosis was also central to ancient metaphysics: it affected ideas regarding creation and maintenance of the cosmos, as well as birth and death of living beings. This article demonstrates that developmental psychology can explain both the universal existence of this belief in premodern societies and its disappearance in modern societies. People staying on the preoperational stage cannot avoid believing in metamorphosis because it is an inevitable part of the cognitive patterns of this stage. People staying on the concrete and formal operational stages are in fact no more able to share these ideas because the notion of the invariance of natural kinds is an inevitable part of higher psychological stages. The article points to the fundamental importance of developmental psychology for ethnological research, especially for the study of ancient worldview.

The Importance of Instilling an Entrepreneurial Soul in Primary School Age Children in The Face of The Digital Era

<em>Entrepreneurship is an ability in terms of creating business activities as contained in Law no. 20 of 2003 concerning the National Education System, that education is expected to be able to achieve the formation of cognitive (intellectual) aspects of affective (mental or moral) and psychomotor (skill) aspects. To instill an entrepreneurial spirit in elementary school age children, it is better to use concrete or concrete examples that are in accordance with Piaget's opinion that children at the age of 7-12 years enter the concrete operational stage, where children will easily understand material or knowledge if children are confronted with something or real conditions. When children enter education in elementary schools, entrepreneurship is used to prepare for the economic challenges of the Industrial Revolution era, which requires that future generations can keep up with the times, especially in terms of digital technology.</em>

The urgency of Interactive Animated Learning Media Development for Facilitating Literate Skills for The Student of Primary School

The purpose of this article is to remind the importance of developing an interactive animated learning medium to facilitate literacy skills in elementary school students. One of the problems faced by education in Indonesia is the low level of literacy ability of students in Indonesia. Data states that the results of the research Program for International Student Assessment (PISA) mentioned, the literacy culture of Indonesian society in 2012 the second worst of 65 countries studied in the world. Education in primary school as the first foundation in improving education world, it is necessary to take a role by doing an interactive animative learning media development which is adjusted to the level of psychological development of elementary school children who are still in a concrete operational stage to build their literacy skills early on. A culture of early literacy in elementary school children will be able to empower and improve the quality of individuals, families, communities and even the nation itself. Based on the above explanation shows that the world of education Indonesia needs a real and sustainable solution to improve the literacy skills of the nation’s children.

How should elementary school students construct their knowledge in mathematics based on Bruner’s theory?

Elementary school teachers should know how their students construct a very abstract concept of mathematical knowledge. Elementary school children are still at the concrete operational stage, while the characteristic of mathematics itself is abstract. This study is descriptive qualitative research. Data collected by observation and documentation. The study describes how Elementary school students should build their mathematical knowledge based on Bruner’s Theory (enactive, iconic and symbolic stage) and how mathematics learning process provided by Elementary school teachers.

Predicting Attention and Memory Ability based on the Combination of EEG and HRV data in Children

Good performance is important element not only in workplace but also in daily activities. Performance of the human depends on the mental capacity and mental workload. Especially, children in concrete operational stage is critical for further learning ability that they develop their ability to distinguish between quality and quantity. However, the reason that mental workload is difficult to quantify through physiological measures, makes it more complicated to demonstrate the mental workload. When it comes to children’s development, physical change is visible and easy to identify but mental change is not. HRV is relatively easy to measure but has limitation because it is indirect way of measuring brain signal. Above all things, many researches of real-time indicator measuring physiological data such as heart rate variability (HRV) have been done sporadically but not integrated. Therefore, In this study we tried to demonstrate if we can predict the mental capacity not mental workload with the EEG. Attention ability was measured with Stroop task, and memory ability was measured with digit span task. The main outcome of this study is that building predictive models for cognitive functions using physiological measures is feasible and that its predictive models for cognitive functions using physiological measures is feasible and that its predictive power is further improved when EEG is used along with HRV data. It is implied form the outcome of study that combining physiological measures may improve its predictive power by improving the signal relative to noises and that future studies may focus on discovery of further biomarkers for prediction of cognitive functions.

THE ROLE OF COGNITIVE STAGE TOWARD STUDENTS MATHEMATICAL CREATIVE THINKING AND HABITS OF MIND

The purpose of this survey is to examine the role of cognitive stage toward his or her attaiment of mathematical creative thinking (MCT) and habits of mind (HoM) grounded on student’s cognitive stage. The survey concerned with 36 eleventh grade students of 16.25 years old, test of logical thinking (TOLT), an essay MCT test, and a MSC scale. Data analysis covered: calculation of item scoring of HoM scale; percentage enumeration, Mann-Whitney testing for mean difference, of association between two variables, and other rational analysis relevant to the findings. By using TOLT, the survey found that 44% students’ were still at concrete operational stage, few students 19% at transition operational stage, and 36% students had reached at formal operational stage; in entirely, students’ MCT was at low grade level and students’ HoM was at fairly good grade level. Even if, according to cognitive stage, formal students, transition students, and concrete students survey detected successively at medium, low and very low grade level. In line with that findings, formal students realized few difficulties, transition students experienced some more difficulties and concrete students realized difficulties in all items of MCT tasks. In the contrary, either in entirely or according to cognitive stage there were no different grade of MSC among them, and those grades were at fairly good level. The other findings there was high associtaion between cognitive stage and MCT, but no association between cognitive stage and MSC and between MSC and HoM.

Sensory motivations within children’s concrete operations stage

PurposeThe purpose of this paper is twofold: first, to provide empirical evidence of the relationship between specific sensory motivations (i.e. flavor) and the development of preference for food, beverages or brands by preteen consumers; and second, to compare the three age groups within the concrete operations stage toward the hypothesis contrast that states that the higher the cognitive development, the more recognized and recalled a brand will be.Design/methodology/approachThe research techniques implemented were observation (exploratory phase) and personal survey using a paper and pencil questionnaire. The food products and beverages, brands, jingles and isotypes used were based on a convenience sample of 131 lunch boxes. A sample of 682 preteens aged 6–11 in the concrete operation stage obtained by convenience and snowball sampling participated.FindingsWhen choosing one product or brand over the other, the results highlight flavor as compared with other more secondary sensory motivations, and there are clear differences between the younger and older age groups. In respect of advertising recall and brand recognition, the older age group shows higher frequencies of correct jingle-brand and isotype-brand association.Originality/valueDespite product and brand consumption in the child segment relevance further motivational research is needed to identify the factors that influence preferences. The results obtained show that there are preferences and motives for product consumption that can be attributed to the functioning of the senses by the preteen consumer as well as differences within the concrete operations stage.

How concrete operational student generalize the pattern?: use semiotic perspective

This study aimed to explore the generalization of patterns based on semiotic perspectives on concrete operational student. Semiotic perspectives included gestures, speeches and writings. This explorative-qualitative research was conducted in a Junior High School in Tuban, East Java, Indonesia. The subject of this research, selected using Group of Assessment of Logical Thinking (GALT) was in 7th Grade with skill of logical thinking at the concrete operational stage. The procedure of this qualitative study was giving tasks of pattern generalization and interviews. The results showed that the concrete operational student passed through three stages of the generalization process, namely discovering of regularity, confirming of regularity and producing of the expression of n. The concrete operational student cannot justify of the expression of n. He declared the generalization products in the form of simple sentences based on the image context viewed.

Computational Practices, Educational Theories, and Learning Development

[full article, abstract in English; abstract in Lithuanian]
 Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries’ curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer.

Perceptions of effort sensations in children at varying stages of cognitive development

Most research on perceived effort in children has emanated from a physiological perspective. The purpose of this study was to delineate how children at two different levels of cognitive development perceive three effort sensations (e.g. breathing, exertion, and determination) during a physically incremental task. Participants (n = 50) for this study were recruited from two general age cohorts: 9 years of age (representing the concrete operational stage of cognitive development) and 13 years of age (representing the formal operational stage of cognitive development). Participants performed a stepping task under two physical load levels (0% and +20% of body weight). Dimensions of perceived effort sensations were measured at 30s intervals throughout the exercise. Both, concrete and formal operation cohorts, distinguished the effort sensations similarly across the duration of the exertive task and the two physical loads. Perceived exertion and breathing sensations increased linearly with effort intensity in both cohorts. Determination ratings did not remain stable over time for children in either stage of cognitive development, indicating that children may perceive this dimension differently than adults. The findings indicate that concrete and formal cognitive developmental stages do not pose any evaluative constrains on perceived exertion in young children and the motivational dimension of effort should be further studied in these cohorts.

The Thinking Process of Students in Representing Images to Symbols in Fractions

Thinking is the development of ideas and concepts within a person caused by the process of establishing relationships between parts of the information stored in a person. In the early stages, the object of thought is accepted by the senses, processed in the brain into concepts / ideas, and expressed into a representation. Elementary students who are generally in a concrete operational stage desperately need this representation to facilitate their understanding. This research is a qualitative research with the subject of 12 students grouped into 3 groups, namely: (1) group representation in the usual way; (2) representation group with percent; (3) representation group by degrees. This research is intended to describe the thinking process of students in representing images to symbols on fractional materials. The results show that the representations of these three groups are essentially similar. All of them follow the APOS process (action, process, object and schema). The difference only occurs in group 1, where group 1 tends to think procedurally, while groups 2 and 3 think analytically.

MODEL OF LEARNING COGNITIVE MORAL DEVELOPMENT THROUGH PICTORIAL STORY IN ELEMENTARY SCHOOL

One of learning model in character education that raised constructive value is cognitive moral development (cmd). This model (cmd) has a special characteristic syntax, which is moral dilemma. The moral dilemma is made by the teacher in a dilemma story that is presented to the student as a stimulus to make students feel in a dilemmatic situation. Students must choose one option from two options presented. The choice is not about right and wrong but focus on point of the student’s reason what they chose. The students’ choice in the moral dilemma shows the stages of students’ moral development that developed by kohlberg from the pre-conventional, conventional and post-conventional stages, which have 6 stages. The study was conducted on 5th graders of elementary school, so that only 4 stages applied of 6 stages of moral development. Characteristics of elementary school student between 10-12 years classified as concrete operational stage (Jean Piaget, 1983), it’s result the moral dilemmas that are displayed not only in the form of a flowing dilemmatic story but need a connection thoughts through the picture.The pictorial story contain with moral dilemmas will be displayed with some pictures that repserent the meaning purpose of the story to facilitate the students in digesting the meaning of the story moral dilemmas content. There are 3 situations that are presented in one moral dilemma story. First picture is introduction story which describe the situation (at school / home / play environment). Second picture is contains of dilemma conflict situation which directing to the third picture, it’s confusion as a symbol of dilemma between choosing two choices.The finding of this study is after the students read the pictorial story with moral dilemma then the students fill out the evaluation sheet in the form of Defining Issues Test (essay closed) from James Rest to know their level of moral development (stage 1-4). This method of research used experiments with classes that are given treatment through pictorial story media and control classes that are not given treatment. The results of this study indicated a higher change in the students' moral reasoning rather than control class.

The art of the Wunderlich cube and the development of spatial abilities

Abstract This paper advocates for a future where the teaching of math and art are harmoniously intertwined as they were in the days of da Vinci. In this future, code provides the “brush” that enables the expression of artistic ideas and mathematical structures in digital and digitally-fabricated mediums. This educational idea is motivated by (1) literature supporting the position that visual thinking and spatial reasoning significantly impact STEAM disciplines, and (2) Piaget’s theory of cognitive development in which children, in the concrete operational stage, solve problems relating to physical objects (i.e., they learn-by-making). A project is then described involving the creation of a 3D artifact we call a Wunderlich cube — a mathematical artifact that embodies numerous spatial reasoning puzzles. An understanding of the properties of the Wunderlich cube is developed through manual construction using LEGO®, mathematical analysis, computational thinking, coding, and 3D printing.

Predictive factors of user acceptance on the primary educational mathematics aids product

Mathematics learning in primary schools requires instructional media. According to Piaget's theory, students are still in the concrete operational stage. For this reason, the development of the primary level mathematics aids is needed to support the development of successful mathematics learning. The stages of this research are the stages of commercialization with preparatory, marketing, and measurement analysis procedures. Promotion as part of marketing is done by doing a demonstration to the teacher. Measurements were performed to explore the predictive factors of user feasibility in adopting the product. Measurements were conducted using the concept of Technology Acceptance Model (TAM). Measurement variables include external variables, perceived usefulness, perceived ease of use, attitude, intention to use, and actual use. The result of this research shows that the contribution of predictive factors of mathematics teachers on the teaching aids product as follows: the external variable and perceived ease of use at 74%, perceived usefulness at 72%, intention to use (behavioral) at 58%, attitude at 52%, and the consequence factor (actual use) at 42%.

Aproximaciones a la comprensión de las representaciones sociales sobre el ahorro y el uso del dinero en niños de 6 a 7 años

Understanding social representations about the economic world of children in public education in the city of Bogota, is influenced by the family context, the media and the banking options offered by financial institutions, which shape the economic future of their communities. This paper seeks to explore this phenomenon in chil­dren4 aged 6 to 7 years at the Carlos Pizarro District School. The research was developed based on the principles of the approach of Complex Adaptive Systems (CAS), using instruments such as semi-structured interviews, community mapping, and cooperative game of grouping and dispersion. The results showed that the social representations of children in relation to money are related to the practices and teachings of the adult world and their own constructions of mental models according to their experiences, logics and perceptions of everyday life. Likewise, it is evident that children of these ages base their representations on an economic world that revolves around the flow and exchange of objects and money, which is specific to the preoperational and concrete operational stages of child development.

Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory

This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2) describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. The children implement logic thinking on concrete object, yet abstract or hypothetical. Although the intelligence of this step has been advanced, the way of thinking of the children is still limited because still based on concrete object. Therefore, teacher should comprehend the importance of concrete operational instructional at elementary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire. The suggestion that can be proposed is that the teacher should synergize the characteristics of elementary school students in concrete operational stage with the instructional readiness in the steps of planning, implementation and evaluation.

Accelerated Cognitive Development—Piaget’s Conservation Concept

Piaget’s ideas have significantly influenced education and psychology, particularly the concept of conservation, which he had proposed as being acquired during the concrete operational stage. However, research conducted after Piaget found that children under the age of 6 are unable to understand his concept of conservation. However, more recent studies have found that three-year-olds may be able to acquire this concept, even when tested using the same tasks. But, this study addresses the issues of “fixity” and “reliability” for the concept of conservation. Then, the robustness (fixity and reliability) of Piaget’s concept of conservation (numbers/length) was examined by observing a four-year-old child who demonstrated the possible acquisition of this concept at the age 3, in this study. It was found that the child was able to robustly maintain the concept. Therefore, the study shows the possibility of accelerated cognitive development for Piaget’s concept of conservation. The reason may be that younger children have higher intelligence than those in previous generations. And, the grounds may be that of the influence of gene-environment interaction.

Empirical Evidence of Color on Motivation toward Learning

This study was conducted to understand the role of color in motivating children towards learning. The sample was selected from two government schools of a village named Rao Khan Wala near Lahore. Traid color schemes were used as they provide a unique balance of both the cool and warm colors. Furthermore for the selection of the sample’s age Piaget’s theory of cognition was used and children falling in concrete operational stage were selected in this research. The study revolved around experimental research method in which the research was divided into two phases for data accumulation, the pre stage and post stage. The findings of the study revealed that colors positively increase children’s motivation toward learning in classroom settings.

<p>The Rise of the Physical Sciences in “Stricto Sensu” The Developmental Approach and the History of Sciences</p><p><br></p>

J. Piaget dedicated several books and articles on the psychogenetic reconstruction of the history of sciences. A couple of disciples followed Piaget´s ideas and reconstructed the history of single disciplines or of some scientific developments in terms of developmental psychology. They found a striking similarity between childish psychological stages and the sciences in their premodern period. Correspondingly, they also found similarities between adolescent psychological stages and early modern sciences. Many data hint at the fact that psychological stage advancements respectively the emergence of the adolescent stage of formal operations during the 17th century was the cause to the rise of the physical sciences in stricto sensu. The research of Piaget and his followers, however, was not deep enough insofar as they were insecure whether the correspondencies related may concern the theories only or also the minds of the theoreticians (the scientists) themselves. Therefore, the main goal of this article is to demonstrate that the emergence of the formal operational stage took place in the minds of the scientists themselves. It is argued that the cognitive transformations within the minds of the scientists themselves were the origin of the scientific breakthroughs and the emergence of the new disciplines. The article presents the data according to them premodern peoples stood on pre- and concrete operational stages, as the ancient scientists did, too. Then it shows that premodern sciences substantially likewise root in these lower stages, as their adherence to magic and animism already evidence. Consequently, it is argued that the transformation from magical-animistic theories to the sciences in stricto sensu during the 17th century originates in the rise of the formal operations. The next step is to show how the formation of the disciplines such as physics, astronomy, chemistry and medicine and the accumulation of scientific knowledge already in the first generation directly followed the fresh establishment of the formal operational stage. The conclusion is that the relationship between psychological stage development and the history of sciences is closer and more direct than Piaget and his followers ever described.

Child and Ancient Man: How to Define Their Commonalities and Differences

Developmental psychology is not only a psychology of development from childhood to old age but a psychology of human development in world history. Eighty years of cross-cultural empirical research findings indicate that the adolescent stage of formal operations evolved late in history and is not a universal development of adult humans across cultures and history. Correspondingly, preoperational or concrete operational stages describe adult psychological stages in past or premodern cultures, as Jean Piaget and some of his followers have mentioned. Developmental psychology is likewise a historical or anthropological psychology capable of describing humans in premodern cultures. The article develops a general anthropological or psychological theory answering the many questions that arise from the correspondences between (modern) children and ancient adults. On this psychological basis, the new structural genetic theory program is capable of explaining, better than previous approaches, the history of humankind from prehistory through ancient to modern societies, the history of economy, society, culture, religion, philosophy, sciences, morals, and everyday life. The accomplishment of this task was once demanded of some classical founders of psychology, sociology, history, and ethnology but was largely avoided by the postwar generations of authors for political and ideological reasons.