Concrete Operational Thinking Research Articles

Learning Needs Analysis: Thematic Teaching Book Based on HOTS Assisted with 3D Stereoscopic Images to Improve Critical Thinking Ability of Elementary School Students

This study is descriptive explorative which aims to see the needs of teachers and students in implementing High Order Thinking Skills (HOTS) based learning in thematic learning. The research objectives were achieved through observation, interviews and document study. The results of observations show that in learning students have problems with learning interest, this can be seen when students do activities that are not related to learning. Meanwhile, the results of the interviews which were supported by document study data revealed that in the thematic book the conceptual presentation was not given in depth. It is necessary to add various activities that support the student learning process. In addition, the teacher argues that it is necessary to provide pictures as an illustration of the teaching concept given, this is because elementary school students are in the 7-11 year age range who are still in the concrete operational thinking stage which requires textbooks that can present abstract concepts. concretely. Based on this, it is natural that students are not interested in participating in learning. This study concludes that the thematic textbooks currently used have shortcomings in the presentation of HOTS material and supporting activities. To cover these shortcomings, it is necessary to develop thematic books that have a more complete concept of material and are made according to the characteristics of elementary school students and contain various activities to support HOTS ability improvement. The development of textbooks is needed as an effort to increase learning interest so that learning objectives can be maximally achieved.

Pattern Generalization Strategy From Concrete Operational Students

Pattern generalization played an important role in the introduction of early algebra which became a bridge between arithmetic and algebra. However, there are still many students who have difficulty in generalizing patterns. The difficulty of students in generalizing patterns lies in the steps of producing general formulas. Students find it difficult to represent generalizations in the form of variables-n. In addition, students also find it difficult to justify the resulting generalization. This difficulty is experienced by concrete operational students. For this reason, this research aims to study students’ concrete operational thinking processes in generalizing patterns. The results of this study provide effective learning strategy solutions for concrete operational students in generalizing patterns. This research is a qualitative research with a case study approach to junior high school students. The results indicated that concrete operational students looked patterns represented in the form of geometric drawings globally without looking the structure of the images. Concrete operational students use two strategies in generalizing patterns, namely the guess and check strategy and the explicit visual strategy

The Association of Strategy Use and Concrete-Operational Thinking in Primary School

Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.

Thirty years on – a large anti‐Flynn effect/ (II): 13‐ and 14‐year‐olds. Piagetian tests of formal operations norms 1976–2006/7

Shayer, Ginsburg, and Coe (2007) showed that children leaving primary school in Y6 entered secondary school with much lower levels of understanding of the physical conservations than in 1976. It seemed desirable to investigate cognitive development in the first three years of secondary education. By using two Piagetian tests of formal operations, one of which had been used in the 1976 CSMS survey, the performance of Y8 and Y9 pupils would be compared with the survey results published in 1978. Eight schools were selected as willing to test their Y9 or Y8 classes on either the Pendulum (in 2007) or the Equilibrium in the Balance tests (in 2006), giving 39 classes on which to make the comparison with 1976 performance. Regression of the pupils' class mean on each formal test on either the class's 2004 MidYIS or nferCAT standardized scores, and computing the regression at IQ = 100 allows comparison with that found in 1976. On Equilibrium in the Balance the Y8 pupils were down on the proportion at the early formal level or above by -0.61 standard deviations (SD) for boys and -0.63 SD for girls on the 1976 results. On the Pendulum the Y9 boys were down by -0.49 SD and the girls by -0.48 SD on the proportion at the early formal level or above. The negative Flynn-effect found on Volume & Heaviness for Y7 pupils is paralleled by a similar negative effect on attainment of formal operations by Y8 and Y9, compared with 1976. Yet at the same time the proportion of pupils using the top level of concrete operational thinking has increased on both tests. It seems that there has been a change either in general societal pressures on the individual or in the style of teaching in schools - or both - favouring a lower level of processing of reality.

Concrete Operational Thought in Children With Learning Disabilities and Children With Normal Achievement

This study compared Piagetian cognitive development in normal achieving children and two groups of children with learning disabilities designated as either auditory-linguistic or visual-spatial on the basis of Verbal-Performance IQ differences on the Wechsler Intelligence Scale for Children-Revised (WISC-R; 1974). The two groups with learning disabilities were matched with normal achieving controls on intelligence, socioeconomic status, sex, race, and age. Piagetian tasks measuring conservation, seriation, and classification were administered to each child to determine level of operative thought. The auditory-linguistic group scored significantly below normal controls in operativity, and significantly fewer were at a concrete operational level on a conservation of length task than were normal achieving children. The visual-spatial group did not differ significantly from normal controls. These results suggest that auditory-linguistic disabilities may be more detrimental than visual-spatial disabilities to development of operativity.

Developmental Patterns in the Flexibility of Children's Ethnic Attitudes

Developmental patterns in ethnic attitudes were assessed in 232 children aged 5 to 12 years in relation to cognitive development and social desirability responding. English-speaking children assigned 10 positive attributes, 10 negative attributes, and 4 neutral attributes to either an English-speaking child, a French-speaking child, or both an English- and a French-speaking child, depicted by line drawings. Positive attributions to their own ethnic group and negative attributions to the other ethnic group were less frequent in older children. Flexibility of ethnic attitudes, that is, attributions to both groups, increased with age and were inversely related to positive own-group attributions and negative other-group attributions. High flexibility followed the attainment of concrete operational thinking, as measured by conservation but not by ethnic constancy. Flexibility was inversely related to Crandall social desirability responding and unrelated to children's conformity to the experimenter's attitude. These results indicate the importance of cognitive rather than social desirability factors in the development of children's ethnic attitudes.

Children's Understanding of Death: A Review of Three Components of a Death Concept

This review of the empirical literature on the development of the concept of death focuses on 3 components of that concept: irreversibility, nonfunctionality, and universality. These findings overall suggest that the majority of healthy children in modern urban-industrial societies achieve an understanding of all 3 components between 5 and 7 years of age. Since this is also the age at which most children make the transition from preoperational to concrete-operational thinking, some relationship between these 2 processes seems likely. However, attempts to empirically validate that relationship have thus far yielded ambiguous results. Possible reasons for this ambiguity are suggested.

Children's Understanding of Death: A Review of Three Components of a Death Concept

This review of the empirical literature on the development of the concept of death focuses on 3 components of that concept: irreversibility, nonfunctionality, and universality. These findings overall suggest that the majority of healthy children in modern urban-industrial societies achieve an understanding of all 3 components between 5 and 7 years of age. Since this is also the age at which most children make the transition from preoperational to concrete-operational thinking, some relationship between these 2 processes seems likely. However, attempts to empirically validate that relationship have thus far yielded ambiguous results. Possible reasons for this ambiguity are suggested.

A RELATIONSHIP BETWEEN SIMULTANEOUS‐SUCCESSIVE SYNTHESIS AND CONCRETE OPERATIONAL THOUGHT

In two studies, performance in concrete operational tasks was related to individual differences in simultaneous‐successive processing. Although the studies were carried out in culturally different populations (in Canada and in India), it was observed that children who prefer simultaneous to successive processing did better in the Piagetian tasks of conservation, transitive inference, and class inclusion. But performance in class inclusion appeared to be helped by both processes in the study in India. On the whole, rational as well as empirical reasons were found to claim that simultaneous processing is utilized in the successful solution of concrete operational tasks.

A study of Nigerian pupils' understanding of selected biological concepts

120 Nigerian Secondary school biology pupils, mostly aged 16–18, were interviewed individually to assess their level of understanding of a range of biological concepts. The concepts were related to growth, reproduction, and transport mechanisms within living organisms. The responses of each pupil were scored and examined to determine whether they revealed concrete or formal operational thinking. Given 21 opportunities to do so, almost 50 per cent of pupils either failed to exhibit formal thinking at all, or revealed it on only one occasion. Fewer than 5 per cent exhibited formal thinking on ten or more occasions. There was no significant difference in the performance of boys as compared with girls, nor between pupils whose parents were from different socio-economic groups. Pupils from urban schools performed significantly better than those from rural schools. Pupils' common misconceptions were identified. The importance of ascertaining pupils' misconceptions and their levels of understanding of biological concepts is discussed from the viewpoint of the classroom teacher.

A Geometrical Model of Piagetian Conservation

A geometrical model is developed of behavior in a Piagetian conservation task. The model, which is based on Thom's catastrophe theory, encompasses the discontinuities in cognition found in such tasks and describes the changes in behavior as the subject progresses through the stages of intuitive, transitional, and concrete operational thinking.

The Structure of Concrete Operational Thought

TOMLINSON-KEASEY, C.; EISERT, DEBRA C.; KAHLE, LYNN R.; HARDY-BRowN, KAREN; and KEASEY, BLAKE. The Structure of Concrete Operational Thought. CHILD DEVELOPMENT, 1979, 50, 1153-1163. A 4-year longitudinal study of the development of concrete operational thought was conducted. 56 kindergarten children were followed through 3 testing phases over 2 years. 38 of these children were followed an additional 2 years. The children were administered tests assessing seriation, numeration, class inclusion, hierarchical classification, and conservation of mass, weight, and volume. Multiple regression analyses showed that the levels of seriation and numeration skills in kindergarten were powerful predictors of the acquisition of conservation of mass and volume in third grade. The cross-lagged panel analysis indicated that causal relationships existed between conservation and classification. The implications of these data for a structural position were examined.

The Structure of Concrete Operational Thought

The Structure of Concrete Operational Thought

Moral Reasoning: its Relation to Logical Thinking and Role‐Taking

Abstract The relations between the development of logical thinking, role‐taking and moral reasoning were investigated in a sample of 100 children, aged eight‐14 years. Positive correlation was found between the three areas. There was a clear association between consolidated concrete operational thinking and Kohlberg's Stage 2 moral reasoning, and some evidence that, in order of development, logical thinking precedes role‐taking, and role‐taking precedes moral reasoning, at corresponding levels of conceptual complexity. Although many attained high scores in logical thinking, showing consolidated concrete operational thinking, and, in some cases, formal operational thinking sub‐stage 3 A and B, only five achieved conventional moral reasoning at Stage 3 (2). Perhaps moral reasoning will ‘catch up’ on logical thinking, but, if transitional formal operational thinking is necessary for conventional (Stage 3) moral reasoning, there are implications for moral education at the secondary level..

Concrete operational thinking, diagnosis, and psychopathology in hospitalized schizophrenics.

Concrete operational thinking, diagnosis, and psychopathology in hospitalized schizophrenics.

Concrete operational thinking, diagnosis, and psychopathology in hospitalized schizophrenics.

Concrete operational thinking, diagnosis, and psychopathology in hospitalized schizophrenics.

The Factorial Analysis of Perceptual and Abstract Reasoning Abilities in Tests of Concrete Operational Thought

In a previous analysis with 180 first, second and third grade children it was found that recently developed measures of concrete operational thought require simultaneous information integration with the most salient marker variable for this process being the Raven Coloured Progressive Matrices (CPM). Reanalysis of the data was done through using a differentiated method of scoring the CPM, which was based on the factorially determined structure of the test. Factor analysis of all test scores indicated that primarily perceptual abilities are required for solution of the Piagetian tests, although abstract reasoning is involved in the solution of matrices and in conservation of substance (equivalence) tasks.

THE DISTRIBUTION OF PIAGETIAN STAGES OF THINKING IN BRITISH MIDDLE AND SECONDARY SCHOOL CHILDREN

Summary. The proportion of children showing early and late concrete operational thinking, and early and late formal operational thinking was measured in a sample of 10,000 children between the ages of 9 and 14. The test instruments were a form of group test called Class Tasks, derived from the individual interview situations described by Piaget. These tests indicated that most children in early adolescence showed rapid development in concrete thinking, but that only one‐fifth of the children showed the further development of formal operational thought. The representativeness of these findings was ensured by relating the distribution of Piagetian stages at each age‐level to the norms of a standardised non‐verbal reasoning test.

The exploration of transition rules in conservation of quantity (substance) using film mediated modeling

The present study attempts to explore several variables which may be operant in the transition from ‘Piagetian’ preoperational to concrete operational thought using a film modeling technique as an experimental inducement to higher stages of operational thinking. The study replicated earlier findings indicating conservation of substance (i.e., an indication of concrete operational thinking) can be induced by film mediated modeling techniques using a ‘verbal principle’ and a ‘no verbal principle’ modeling procedure. The results also indicated that the conservation inducement can be generalized to other materials (i.e., water to clay). Evidence also indicated that children with greater intellectual capacity (i.e., with higher IQs) benefited more from both of the modeling procedures. Finally, the study raised several questions concerning the adequacy of the Piagetian ‘action-equilibrium’ hypothesis as an explanatory device in the development of more abstract models of thinking.