Piaget's Developmental Theory Research Articles

The Influence of Fieldtrip as a Practical Skill Acquisition Technique in Biology Education

Field trips are integral to biology education, providing students with hands-on experiences that bridge theoretical knowledge with real-world applications. This study explores the impact of field trips on practical skill acquisition among biology students in Colleges of Education in Anambra State, Nigeria. Grounded in Piaget's developmental theory, the research examines how field trips enhance observational skills, critical thinking abilities, and environmental stewardship. Surveys conducted with 330 second-year biology education students reveal that field trips positively influence students' ability to recall facts, understand concepts, and excel in practicals. However, challenges such as financial constraints, large class sizes, and teacher commitment hinder the effectiveness of field trips. Strategies like subsidizing trip costs and encouraging small group activities are recommended to optimize field trip experiences. The study revealed several key findings regarding the role and challenges of field trips in biology education. Respondents highlighted that engaging in field activities aids students in recalling facts, learning through observation, and developing a deep understanding of concepts. These activities also help students improve their ability to evaluate scientific inquiries and excel in practical aspects of their education, indicating a positive influence of field trips on practical skill acquisition. The findings underscore the significance of field trips in biology education and advocate for greater institutional support to make these excursions more accessible and impactful for students.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH BERBANTUAN MEDIA GRAFIS TERHADAP HASIL BELAJAR MATEMATIKA SISWA PADA MATERI POKOK SEGIEMPAT DI KELAS VII MTS NEGERI MODEL PADANGSIDIMPUAN

This research is motivated by the low of mathematics learning result of student in class VII MTs Negeri Model Padangsidimpuan caused in learning process of teacher not yet able to attract student attention, student enthusiasm in following lesson so that student have difficulties in answer mathematical problems especially in building rectangle which causes student learning outcomes have not been maximized. This research was conducted with the aim to know the influence of cooperative learning model type make a match berbantuan graphic media to the students' mathematics learning outcomes on the subject matter of quadrilateral in class VII MTs Negeri Model Padangsidimpuan. This research refers to Piaget's developmental theory which states that learning is a process whereby children actively build systems of meaning and understanding of reality through their experiences and interactions. This research is a quantitative research with quasi experimental method using model Pretest-Posttest Control Design Group. The population of this study is the total of students of class VII MTs Negeri Model Padangsidimpuan consisting of 11 classes totaling 418 students. The sample in this research is taken with cluster sampling technique that is 76 students. The samples in the experimental group treated 38 students and the control group were not treated 38 students. Data processing and data analysis is done by using T-Test formula. Based on the normality test and homogeneity test both classes are normal and homogeneous distributed. T test-test obtained by hypothesis test result that show t hitung > t tabel that is 4,636 > 1,993. H 1 accepted, meaning there is a significant influence between the use of cooperative learning model type Make A Match assisted graphics media on student learning outcomes on the subject of quadrilateral in class VII MTs Negeri Model Padangsidimpuan.

Relation between the Chaos Equation and Gender Differences of the Human Brain-Nightingale's brain was the fixed type

There are many studies reporting differences between the female brain and the male brain, but it has also been reported that human brains do not belong to one of the two distinct categories: female versus male. Functional differences of the brain may be attributable to environmental factors rather than to one's gender. In this paper, the processes of adapting to one's environment have been demonstrated through Piaget's developmental theory explained by chaos theory. A conclusive type of thought such as the male brain is equivalent to a fixed state and female brain is equivalent to a chaotic state. Fixed state and chaotic state change according to changes in variables of chaos theory. Thoughts change with environment because the changes in variables are equivalent to changes in environment. In human life, the ability of the brain to adapt to environments may be more useful than differences. In chaos theory, differences of the brain are part of adaptations to environment. If Nightingale's brain was the chaotic type, she would have permitted the miserable state of the Crimean War to continue. Therefore, Nightingale's brain was the fixed type. However, the conclusion that Nightingale's brain was the male type should not be permitted. This is an example of how using gender to describe the types of thoughts in the brain is incorrect. The female and the male brain should be referred to as chaotic type thoughts and fixed type thoughts, respectively, because brain type is not decided solely by differences.

An analysis of the cognitive deficit of schizophrenia based on the Piaget developmental theory

Objective The objective of the study was to evaluate from the perspective of the Piaget developmental model the cognitive functioning of a sample of patients diagnosed with schizophrenia. Method Fifty patients with schizophrenia ( Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) and 40 healthy matched controls were evaluated by means of the Longeot Logical Thought Evaluation Scale. Results Only 6% of the subjects with schizophrenia reached the “formal period,” and 70% remained at the “concrete operations” stage. The corresponding figures for the control sample were 25% and 15%, respectively. These differences were statistically significant. The samples were specifically differentiable on the permutation, probabilities, and pendulum tests of the scale. Conclusions The Longeot Logical Thought Evaluation Scale can discriminate between subjects with schizophrenia and healthy controls.

What can The Study of Cognitive Development Reveal about Children's Ability to Appreciate and Cope with Advertising?

The authors assess the study of cognitive development and what it reveals about children's ability to appreciate and cope with advertising. Whereas prior research on children and advertising has drawn heavily on Piaget's developmental theory, the authors argue that more recent approaches that focus on the development of children's “theories of mind” and “executive functioning” skills may prove more fruitful. The review of research on these topics generates two predictions: First, on the basis of theories-of-mind literature, the authors expect that children have well-formed conceptions of the intentions underlying advertising by seven or eight years of age. Second, on the basis of executive functions literature, the authors expect that children are not able to deploy these concepts effectively in their everyday lives until much later in development.

Imaging childhood in European history and developmental psychology

Since Philip Ariès's disputable classic, the “history of childhood” became a serious and fruitful field of interdisciplinary science. An abundance of evidence shows that since the Renaissance, childhood became an increasingly prolonged part of the lifespan: This process is usually indicated as “infantilization”. The history of pedagogy—but also of the related developmental psychology—can and should be understood from this cultural historical developmental perspective. It is to be feared that the modern child, mainly because of its unlimited access to the mass media, can no longer be enticed away from its own infantilized world. There is thus a huge pedagogical problem: Traditionally we allow children to grow up by putting them in a separate niche, a “Kindergarten”, but at the same time we now no longer have any control over children's unlimited access to the stream of adult information from the mass media. For a while there was hope that empirical developmental psychology would help us out of this impasse: The empirical description of development would offer footholds for the desired direction for upbringing and development. But careful analysis leads us to the conclusion that traditional developmental psychology, with a prototype in Piaget's developmental theory, holds up its own empirical mirror of the Western Rousseau–Piaget tradition. Classic developmental psychology offers a description of the “natural development”, something that is a cultural historical result of our Western imagination of childhood. The conclusion is as painful as it is enlightening: Our children will be and will remain necessarily and unavoidably the product of our imagination. No scientific feats will be able to change this.

Artificial life and Piaget

Artificial life provides important theoretical and methodological tools for the investigation of Piaget's developmental theory. This new method uses artificial neural networks to simulate living phenomena in a computer. A recent study by Parisi and Schlesinger suggests that artificial life might reinvigorate the Piagetian framework. We contrast artificial life with traditional cognitivist approaches, discuss the role of innateness in development, and examine the relation between physiological and psychological explanations of intelligent behaviour.

Piaget, Pedagogy, and Evolutionary Psychology

Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks.In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

Does Piaget Still Have Anything to Say to Chemists?

In 1975, Herron () wrote an article for this Journal entitled Piaget for Chemists that started many teacher-chemists thinking about why students were not succeeding in their chemistry courses. For many, this article served as their first introduction to Piaget's developmental theory. During the past twenty-five years, Piaget's theory has been expanded, modified and in some cases, even rejected. The developmental theory of Vygotski and the Constructivist and Information Processing learning theories build on much of Piaget's developmental theory. This paper will provide a synopsis of these developmental and learning theories, and offer examples from chemistry curricula reform and research studies that show the effect they have had on our understanding of the teaching and learning process in chemistry.

Note on the Development of Mapping Abilities

This paper summarizes the debate between Blaut and Downs (and his collaborator, Liben) concerning the development of mapping abilities of young children.Jean Piaget's theory of cognitive development has been one of the most influential theories in the field of cognitive mapping research. Two essential elements of Piaget's theory regarding the developmental sequence of spatial abilities with age are nativism and constructivism. A forum in the Annals of the Association of American Geographers journal in 1997 on the mapping abilities of young children helped to distinguish the intrinsic duality of Piaget's developmental theory and its influence on the debate between Blaut and Downs/Liben.Both Blaut and Downs/Liben studied young children's ontogenetic development of mapping abilities, but they examined different aspects of Piaget's theory. On the basis of nativism, Blaut recognized that children can perform various mapping tasks regardless of age, and he insisted that children naturally possess mapping abilities, whereas Piaget implied that they could not. In contrast, on the basis of constructivism, Downs and his colleagues emphasized that children's mapping abilities are the effect of both direct and indirect learning experience, and they pointed out some deficiencies in Blaut's testing method.In spite of their contrasting standpoints, both researchers were influenced by Piaget's theories, but emphasized different aspects of the complex process of cognitive mapping development.

Developmental Disharmonies and Pre‐school Setting Adaptation of Children

The aim of the investigations was to examine the course of adaptation process to the pre‐school setting and to establish the effect of developmental disharmonies on this process. The conceptual framework for the research was the Piaget's developmental theory and Bronfenbrenner's ecology of human development theory. The data was gathered in a longitudinal study design. Indicators of developmental level in four areas (motor characteristics, adaptive behaviour, language and personal‐social development) evaluated with the Gesell Developmental Schedules were used as developmental quotients. Adaptation to pre‐school setting was measured with the aid of Schaefer and Aaronson's Classroom Inventory Preschool to Primary Scale (CBI) and observations of children and interviews with parents and pre‐school teachers. The sample included 76 children aged 3 to 4 years of age (39 boys, 37 girls). The results show that children display some behaviour disorders during the entry phase to pre‐school setting and that serious developmental disharmonies were accompanied by these disorders.

Barns och ungdomars tankar om krig och fred

The purpose of the present study was: (a) to investigate how Swedish children and adolescents think and feel about war and peace: (b) to examine whether Piaget's developmental theory and Kohlberg's theory of moral development could be used as a frame of reference for analyzing the data, and (c) to study whether there exists two distinct ways of thinking about moral problems as Gilligan proposes—justice and care—and if they are differentially related to gender. One-hundred-eighty-two schoolchildren (91 females, 91 males), ranging in age from 7 to 18 years, were interviewed individually using a revised version of Cooper's (1965) interview guide. The results showed that Swedish children's and adolescents' reasoning about war and peace was, on the whole, in accordance with previous studies. The discrepancies found were probably a result of different cultural experiences and the timing of study. The unique Swedish situation, being a country with long-standing peace, together with the ongoing war in former Yoguslavia, may have influenced some of the answers. Swedish children had more negative emotions about war and during their teens they viewed peace as a positive personal matter (e.g., a peace of mind) and not as an international political movement. The development of the concepts of war and peace showed a change with age from an egocentric to a sociocentric view, which corresponds to the intellectual and moral development outlined more generally by Piaget and Kohlberg. The results also showed distinct gender differences. Compared to boys, girls (a) put more emphasis on the morality of care, (b) were more concerned about the psychological and social consequences of war, (c) had more negative feelings about war, and (d) placed greater value on peace and avoidance of war.

An alternative view of appropriate practice in early childhood education

The National Association for the Education of Young Children (NAEYC) and the Association for Childhood Education International (ACEI) have both published position papers espousing developmentally appropriate practice in early childhood education programs. Such programs are usually based upon varying interpretations of Piaget's developmental theory and frequently focus upon child-directed learning and informal learning practices. This article sets forth an alternative view that programs which serve young children may need to be concerned with both developmental and instructional theory and that children can benefit from some structured learning. A program incorporating these views is carefully described in terms of its theoretical perspectives and classroom practices. This program is then compared to the NAEYC description of appropriate and inappropriate practice. The match/nonmatch is noted and discussed.

Microworlds, Sprites, Logo, and Young Children: A Multipurpose Software Application

Parkworld is a multipurposed microcomputer program which was designed and developed to meet the educational demand for creative, user-controlled software. Parkworld is predicated on Piaget's developmental theory and utilizes a microworld/discovery learning format. The software is designed for prekindergarten to fifth grade students and may be used to teach and test story line development, reading, sorting/classification, fundamental concepts, spelling, keyboarding, divergent/convergent thinking, and LOGO programming. Programming procedures are described so that Parkworld may be duplicated or altered. Parkworld is written in LOGO for the Apple lle and is touted as a new type of software.

Education and Psychology: Plato, Piaget, and Scientific Psychology

Introduction. 1 Education and Psychology: A Sense of Differences. 2 Plato's Developmental Theory. 3 Piaget's Developmental Theory. 4 Educationally Useful Theories. 5 Psychology and Education. Conclusion. Notex. Index.

A study of relationships between Lowenfeld's perceptual aptitude theory and Piaget's developmental theory

A study of relationships between Lowenfeld's perceptual aptitude theory and Piaget's developmental theory

Developmental Trends in Figure Reasoning

Two different models of conceptualizing figure similarities were derived from Piaget's developmental theory of spatial reference systems. One model was a formal description of similarity judgements by subjects who used an observer-dependent approach, while the other model was a description of judgements according to an observer-independent approach. The results of a two alternative forced-choice similarity matching experiment with different age groups showed that both judgements and concomittant verbal justifications of elementary school or kindergarten children largely fitted with the observerdependent model, while the behaviors of young adults were predominantly compatible with the predictions of the observer-independent model. It was concluded that insight into some properties of Euclidian space is not mastered at the time that concrete operatory thinking is developed, as has been suggested by Piaget and his co-workers, but more likely is achieved in synchrony with the unfolding of formal, hypothetico-deductive reasoning.

Intellectual Development and Reversibility of Thought in Equation Solving

The study investigated how subjects of different developmental levels performed on equation solving when different reversible processes were applied. Seventy-five preservice elementary school teachers were classified into three developmental levels according to their performance on a paper-and-pencil, multiple-choice test with diagrammatic presentations. All subjects were exposed to the same instructional treatment in equation solving, and were then tested on reversal and on formal equation solving. Data were analyzed by one-way ANOVA, results were interpreted in light of Piaget's developmental theory, and teaching implications were discussed.

Retroactive Interference of Similar Methods to Teach Translation of Base Systems in Mathematics

It is commonly assumed that a person who can solve a mathematical problem via alternative methods understands the tested concept better than someone who can solve the problem in only one way. There are good psychological reasons for making this assumption, not the least of which are data from conservation studies stimulated by Piaget's developmental theory (Flavell, 1963; Piaget, 1970, pp. 703-732). This line of evidence shows, in general, that a child becomes increasingly capable of dealing with more than one dimension (e.g., height and width) or logical argument (e.g., identity, reversibility, and compensation of relations) at the same time in conservation problems. Furthermore, ability to conserve using these cogni tive functions is assumed to be necessary for the kind of reasoning required in mathematical exercises. Thus it seems entirely reasonable for a teacher to be pleased with the progress of a student who can invent new solutions to mathematical problems, while at the same time being concerned about a student who can use only one method.

THE EFFECTS OF TRAINING PROCEDURES UPON THE ACQUISITION OF CONSERVATION OF WEIGHT

The relative efficiency of 2 experimental procedures designed to accelerate the development of the concept of conservation of weight in children was investigated. The 2 procedures were modifications of Smedslund's addition/ subtraction method and the verbal rule instruction method employed by Beilin. The latter method improved significantly the performance of both nonconservers and transitional conservers, whereas the former procedure produced no effect on the conservation performance of either group. A second objective was to study the alleged property of a "genuine" concept of conservation of being resistant to the countersuggestion involved in a demonstration of apparent nonconservation. It was found that neither formally trained conservers nor informal conservers proved to be resistant. One aspect of Piaget's developmental theory of thinking which has provoked considerable research effort is the nature of the transition from preoperational to operational thinking. The distinctive feature of the transition, occurring at about the age of 7 years, is said to be the child's newly acquired ability to perform mental operations. The application of the principles characteristic of logic and mathematics to concrete problems now becomes possible for the child. Also, as a consequence of being able to reverse mental operations, the child can understand the concept of conservation-the fact that an object's weight, for instance, remains constant despite changes in its physical shape. Since the concept of conservation has been closely associated by Piaget (1952) with the onset of operational thinking, it has become the dependent variable in a considerable number of experimental studies during the past decade. During a period of research at Piaget's Geneva laboratory, Jan