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Relevant bibliographies by topics / Piaget's Theory

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Academic literature on the topic 'Piaget's Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "Piaget's Theory"

1

Ega Gradini. "TEACHING MATHEMATICS WITH PIAGET'S THEORY." Visipena Journal 4, no. 1 (2013): 1–7. http://dx.doi.org/10.46244/visipena.v4i1.98.

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Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.

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2

DeVries, Rheta. "Piaget's Social Theory." Educational Researcher 26, no. 2 (1997): 4–17. http://dx.doi.org/10.3102/0013189x026002004.

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3

Morss, John R. "The Construction of Perspectives: Piaget's Alternative to Spatial Egocentrism." International Journal of Behavioral Development 10, no. 3 (1987): 263–79. http://dx.doi.org/10.1177/016502548701000301.

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This paper explores longstanding inconsistencies in Piaget's account of the development of spatial representation and perspective-taking. It is argued that Piaget effectively develops an "alternative" theoretical position alongside but quite incompatible with the well-known theory of spatial egocentrism. This alternative theory focuses on the general differentiation of perspectives as such. The origins of both accounts are traced in Piaget's early writings, and detailed consideration is given to the findings of the original "three mountains" experiment. The place of both theories in The child's conception of space (Piaget & Inhelder, 1948/1956) is explored. Contemporary theory and research are discussed against this background, and it is concluded that Piaget's alternative theory is both compatible with contemporary thinking and important as a contributory source for future theorisation.

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4

Foster, James D., and Glenn T. Moran. "Piaget and Parables: The Convergence of Secular and Scriptural Views of Learning." Journal of Psychology and Theology 13, no. 2 (1985): 97–103. http://dx.doi.org/10.1177/009164718501300202.

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Jean Piaget is widely acclaimed as a developmental theorist who has contributed much to the understanding of how children learn. While many educators adhere to Piaget's model of learning, few realize that techniques similar in structure were used by Jesus 2000 years ago. Basic components of Piaget's theory, namely assimilation, accommodation, and disequilibration of the learner, are evidenced in the parabolic method used by Jesus. This comparison between Piaget's theory and Christ's parabolic method suggests that an effective teacher would cognitively activate and disequilibrate the learner. Insights from Scripture and Piaget's theory imply that motivation through disequilibration should be effective with students having a variety of experiences, a wide spectrum of abilities, and a mixture of learning styles.

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5

Başkale, Hatice, Zuhal Bahar, Günsel Başer, and Meziyet Ari. "Use of Piaget's theory in preschool nutrition education." Revista de Nutrição 22, no. 6 (2009): 905–17. http://dx.doi.org/10.1590/s1415-52732009000600012.

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The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this article is to describe Piaget's theory and nutrition education based on this theory. This article will discuss how Piaget's theory is to be used in the development of nutritional habits of preschool children and will make an attempt to provide a viewpoint for those who provide nutrition education.

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6

Meacham, J. A. "Piaget's Theory or Piagetian Theories?" Contemporary Psychology: A Journal of Reviews 39, no. 1 (1994): 58–59. http://dx.doi.org/10.1037/033816.

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7

OHAMA, Kikuko. "THE DEVELOPMENT OF PIAGET'S THEORY: ON THE CENTENARY OF JEAN PIAGET'S BIRTH." Annual Report of Educational Psychology in Japan 36 (1997): 144–55. http://dx.doi.org/10.5926/arepj1962.36.0_144.

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8

Nurrenbern, Susan C. "Piaget's Theory of Intellectual Development Revisited." Journal of Chemical Education 78, no. 8 (2001): 1107. http://dx.doi.org/10.1021/ed078p1107.1.

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9

Sanghvi, Pia. "Piaget's theory of cognitive development : a review." Indian Journal of Mental Health 7, no. 2 (2020): 90. http://dx.doi.org/10.30877/ijmh.7.2.2020.90-96.

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10

Clark, S. C. "Piaget's theory and its value for teachers." Educational Philosophy and Theory 27, no. 2 (1995): 64–88. http://dx.doi.org/10.1111/j.1469-5812.1995.tb00240.x.

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