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What are the implications of piaget's theory of cognitive development to the teaching and learning of science in basic schools?
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∙ 13y ago
so that people are aware of how they develop right from childhood to adulthood.
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∙ 13y ago
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Definition of educational psychology?
Education psychology is learning about individuals way of learning and taking in new information within groups, peers, and individually. Psychology has a variety of categories to study, and education psychology is one of them.
How does instructional media helps in cognitive development in children?
The advantages of instructional media in teaching is that it can be used with groups of all sizes. It also gives the students an opportunity to hear and see the same information.
What are the implications of Piaget's theory of cognitive development to the teaching and learning of science in basic school?
Educational Implications of Piaget's TheoryCh. 2, p. 41Educational Implications of Piaget's TheoryPiaget's theories have had a major impact on the theory and practice of education (Case, 1998). First, the theories focused attention on the idea of developmentally appropriate education-an education with environments, curriculum, materials, and instruction that are suitable for students in terms of their physical and cognitive abilities and their social and emotional needs (Elkind, 1989). In addition, several major approaches to curriculum and instruction are explicitly based on Piagetian theory (Berrueta-Clement, Schweinhart, Barnett, Epstein, & Weikart, 1984), and this theory has been influential in constructivist models of learning, which will be described in Chapter 8. Berk (2001) summarizes the main teaching implications drawn from Piaget as follows:1. A focus on the process of children's thinking, not just its products. In addition to checking the correctness of children's answers, teachers must understand the processes children use to get to the answer. Appropriate learning experiences build on children's current level of cognitive functioning, and only when teachers appreciate children's methods of arriving at particular conclusions are they in a position to provide such experiences.2. Recognition of the crucial role of children's self-initiated, active involvement in learning activities. In a Piagetian classroom the presentation of ready-made knowledge is deemphasized, and children are encouraged to discover for themselves through spontaneous interaction with the environment. Therefore, instead of teaching didactically, teachers provide a rich variety of activities that permit children to act directly on the physical world.3. A deemphasis on practices aimed at making children adultlike in their thinking. Piaget referred to the question "How can we speed up development?" as "the American question." Among the many countries he visited, psychologists and educators in the United States seemed most interested in what techniques could be used to accelerate children's progress through the stages. Piagetian-based educational programs accept his firm belief that premature teaching could be worse than no teaching at all, because it leads to superficial acceptance of adult formulas rather than true cognitive understanding (May & Kundert, 1997).4. Acceptance of individual differences in developmental progress. Piaget's theory assumes that all children go through the same developmental sequence but that they do so at different rates. Therefore, teachers must make a special effort to arrange classroom activities for individuals and small groups of children rather than for the total class group. In addition, because individual differences are expected, assessment of children's educational progress should be made in terms of each child's own previous course of development, not in terms of normative standards provided by the performances of same-age peers.
State the implications of piaget's stages of cognitive to a teacher?
The teacher should treat children individually since children develop at different rate. Teacher should be worried about the process [how the child get the answer not the final answer] Teacher not to treat the children as miniature adults Teaching should accelerate children's progress in stages Teacher should actively involve children in all activities Letting children discover on their own Teaching one element at a time
Cognitive factors that influence EFL learning?
Brown (1987), for example, presents three concepts of process, style, and strategy. He further claims that these terms are sometimes used interchangeably. He distinguishes the word "process" from "style" claiming that the former is a general mental activity while the latter is an individual mental activity. He also believes that both concepts are different from "strategy" which refers to idiosyncratic mental activities. The mere existence of these concepts, differences between them, degrees of overlap and interactions among them, and simply the way they function in relation to different language elements are all open to empirical investigation. These concepts are all involved in the learning process which is a mysterious phenomenon by itself. Different types of learning such as signal learning, stimulus response learning, verbal association learning, multiple discrimination learning,concept learning, and learning through problem solving are well-known in the field. There are other less known or even unknown kinds of learning such as discovery learning, rote learning, inductive learning, deductive learning, and meaningful learning. Again, similarities, differences, degrees of overlap among these factors, and the appropriateness of each type for certain individuals or groups as well as subject matters appropriate to each method provide ample opportunities for research in TEFL. Another group of variables in cognitive domain is formed by the interaction of different processes when two or more languages are learned concurrently. Transfer,interference, overgeneralization, and other processes and phenomena resulting from such interactions are just a few areas for research. It requires extensive investigation on similarities and differences between two or more languages, i.e., contrastive linguistics, as well as type and sources of errors, i.e., error analysis, to shed some lights on the intricacies of these processes. The third factor in this domain is cognitive style which constitutes an area of research for those who are interested in matching methods of presenting materials and the most convenient way of teaching materials. Cognitive style is defined as "self-consistent and enduring individual differences in cognitive domain and functioning". According to cognitive domain, some people are field dependant, i.e., who depend on the totality rather than individual parts, while some others are field independent, i.e., who are willing to proceed from particular to totality. To investigate the effect of cognitive style on learning will provide ample opportunities for TEFL students to do research. thanks
What are the implications of the developmental task of children and adolescents in the teaching-learning process?
Understanding the developmental tasks of children and adolescents is crucial for educators to tailor teaching methods to their cognitive abilities and emotional needs. Meeting these tasks can foster healthy development and academic success, while failure to do so may lead to frustration, disengagement, or even behavioral issues in the classroom. By aligning teaching strategies with the specific developmental needs of students, educators can create a more supportive and effective learning environment.
What are the implications of the principles of learning to teaching?
to encourage children centered education,and accomodate pupils in play
What has the author Julia Jasmine written?
Julia Jasmine has written: 'Multiple intelligences activities' -- subject(s): Cognitive learning, Teaching, Cognitive styles, Intellect, Learning 'Science Assessment Grades 3-4' 'Portfolio Assessment for Your Whole Language Classroom' 'Teaching with multiple intelligences'
Which principles in teaching facilitate cognitive metacognitive and positive motivational process of learning?
Effective teaching involves progressively refining our courses based on reflection and feedback
Which principles in teaching facilitate the cognitive metacognitive and positive motivational processes of learning?
Effective teaching involves progressively refining our courses based on reflection and feedback
What are instructional implications?
Basically, instructional implications are the who, what, where, and why about the particular item to be taught. In addition, this concept includes evaluation of the teaching that took place as to whether it achieved the learning objectives that were set out.
What are the different type of principles of teaching?
Some of the different types of principles of teaching include constructivism, behaviorism, cognitive load theory, and social learning theory. These principles guide how educators design learning experiences, engage students, and assess understanding in order to promote effective teaching and learning. Each type of principle emphasizes different aspects of the teaching and learning process.
How does this relate to your knowledge of child and adolescent development. How does this relate to your knowledge of facilitating learning?
Understanding child and adolescent development helps in tailoring teaching approaches and activities to match the students' cognitive and emotional abilities. By considering their developmental stage, educators can create learning experiences that are engaging and challenging. Facilitating learning involves creating a supportive environment that fosters growth and development, taking into account factors such as individual differences and developmental stages.
What has the author Michael T Battista written?
Michael T. Battista has written: 'Cognition-based assessment and teaching of place value' -- subject(s): Place value (Mathematics), Cognitive learning, Thought and thinking, Reasoning, Arithmetic, Study and teaching (Elementary) 'Containers and Cubes: 3-D Geometry' 'Cognition-based assessment and teaching of fractions' -- subject(s): Fractions, Studyand teaching (Elementary), Cognitive learning
What has the author Judith A Pauley written?
Judith A Pauley has written: 'Here's how to reach me' -- subject(s): Cognitive styles in children, Learning, Psychology of, Psychology of Learning, Teaching, Typology (Psychology)
What has the author Walter Blege written?
Walter Blege has written: 'Teaching for development' -- subject(s): Education, Handbooks, manuals, Learning, Teaching
Definition of educational psychology?
Education psychology is learning about individuals way of learning and taking in new information within groups, peers, and individually. Psychology has a variety of categories to study, and education psychology is one of them.
