Dissertations / Theses on the topic 'Piaget's Theory'

The aim of this thesis is to design an appropriate curriculum for early Christian education in the context of Korean early Christian education, which has not been fully developed and in which country there have been but few such curricula in Christian schools for young children. For the designing of a curriculum which will be effective in content and method, the study of Piaget's theory as one which can be helpful for the effectiveness of early childhood education is essential. This aim is developed in chapter 1. In chapter 2, in order to understand Piaget's cognitive development theory clearly, the definition of terms, the factor of the sensori-motor period, and that of the pre-operational period are dealt with. To assist in the understanding of Piaget's theory, terms such as schema, assimilation, accommodation, and equilibration are defined and exemplified. In chapter 3, the educational implications of Piaget's theory, for specifically Christian education, yielded up three categories: sequencing and content of curriculum, and methodology of teaching. The Kamii and Lavatelli programmes based on Piaget's theory are discussed. Children's God-concept development theories of Goldman, Williams, and Elkind - based on Piaget's theory - are discussed in chapter 4. Goldman found in his research that there are three main stages of children's religious thinking: the pre-religious stage, the sub-religious stage, and the religious stage.

The concept of decentering originated with Piaget, who defined decentering as a feature of operational thought, the ability to conceptualize multiple perspectives simultaneously. Feffer applied Piaget’s concept of decentering to the cognitive maturity of social content. This study used Feffer’s Interpersonal Decentering scoring system for stories told about TAT pictures to investigate the developmental hierarchy of decentering for children and adolescents. The participants originated from the Berkeley Guidance Study, a longitudinal sample of more than 200 individuals followed for more than 60 years by the Institute of Human Development at the University of California, Berkeley. The hypotheses tested were: (1) chronological age will be positively related to Decentering as reflected in Feffer’s Interpersonal Decentering scores obtained annually between ages 10 and 13 and at 18; (2) children born into higher class homes would have higher Age 12 Decentering scores; (3) children born later in birth order will have higher Age 12 Decentering scores; (4) children whose parents were observed to have closer bonds with their children at age 21 months will have higher Age 12 Decentering scores; (5) adolescents with higher scores from the Decentering Q-sort Scale (derived from adolescent Q-sorts) will have higher Age 12 Decentering scores; and (6) participants who have higher Age 12 Decentering scores will self-report higher CPI Empathy scale scores at Age 30. A repeated measures ANOVA tested Hypothesis 1. Pearson product-moment correlation coefficients tested Hypotheses 2-6. Age and Decentering scores were unrelated, as was birth order; social class findings were mixed. Parents’ bonds with child and Age 12 Decentering were negatively correlated (closer bonds predicted higher Decentering), as were Age 12 Decentering and Age 30 Empathy (higher early Decentering predicted lower adulthood Empathy). Girls (age 12) tended to decenter more consistently and had higher Decentering scores than boys.

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This work is linked to the research line Principles on Educational Processes of the Graduate Program in Education of the Federal University of Goiás and aims to understand the main elements of Jean Piaget's theory; discuss some concepts of this theory in its relations with Genetic Epistemology and piagetian constructivism; and reveal how their appropriation occurs in Science Teaching. To achieve this, it performs a study of the state of knowledge on the subject, analyzing 39 complete articles, in order to pick up the elements that point the trends of the productions in relation to the theory of Piaget in Science Teaching, in online periodicals of Education and Teaching, qualis A1, in Portuguese, from 1990 to 2014. In the analysis frame, the research is based on Jean Piaget (1972, 1973, 1975a, 1975b, 1976, 1977, 1980, 1998, 2012) and on the Critical Theory of Society, especially in Horkheimer (2002). He notes that Piaget's theory of science teaching used in articles serves mainly to highlight the importance of teaching strategies, (ie, experiments, activities, methodologies with children and adolescents to lead to a rich and meaningful learning). The fragmentation of the theory or the diffusion of pedagogical constructivism are not questioned. Should not the instrumentality of Piaget's theory be questioned if we think about its method and its GeneticEpistemology? This study seeks to reflect on the discussions that involve this theory in Science Teaching, noting, in its appropriation, a great emphasis on the discussion of teaching strategies.
Este trabalho está vinculado à linha de pesquisa Fundamentos dos Processos Educativos do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás e objetiva entender os principais elementos da teoria de Jean Piaget; discutir alguns conceitos dessa teoria em suas relações com a Epistemologia Genética e com o construtivismo piagetiano; e revelar como ocorre a sua apropriação no Ensino de Ciências. Para tal, realiza um estudo do estado do conhecimento sobre o tema, analisando 39 artigos completos, a fim de apanhar os elementos que apontam as tendências das produções em relação à teoria de Piaget no Ensino de Ciências, em periódicos de Educação e Ensino, qualis A1, em português, on line, de 1990 a 2014. No referencial de análise, a pesquisa fundamenta-se em Jean Piaget (1972, 1973, 1975a, 1975b, 1976, 1977, 1980, 1998, 2012) e na Teoria Crítica da Sociedade, principalmente em Horkheimer (2002). Constata que a teoria de Piaget no Ensino de Ciências utilizada nos artigos serve principalmente para realçar a importância das estratégias de ensino, isto é, experimentos, atividades, metodologias com crianças e adolescentes para levar a um aprendizado rico e significativo. Não são questionados a fragmentação da teoria ou o quanto se está difundindo, nessa perspectiva, um construtivismo pedagógico. A instrumentalização da teoria de Piaget não deve ser questionada se pensamos em seu método e em sua Epistemologia Genética? Este estudo busca refletir sobre as discussões que envolvem essa teoria no Ensino de Ciências, constatando, na sua apropriação, uma grande ênfase na discussão das estratégias de ensino.

Construção e abertura: diálogos Alexander-Piaget examina a construção do conhecimento, no campo da Arquitetura e Urbanismo, através da articulação das abordagens dos dois autores destacados no título da tese, na perspectiva de esboçar elementos para uma teoria e uma pedagogia do processo de projeto. Neste sentido, o trabalho organiza-se em duas partes: Aberturas – contexto teórico Para compreender os processos cognitivos envolvidos na concepção do projeto arquitetural no âmbito do ateliê pedagógico, a investigação busca estabelecer um diálogo teórico que encontra pontos de contato entre a tradição da Epistemologia Genética iniciada por Jean Piaget, e o pensamento do arquiteto austro-americano Christopher Alexander. Desde o construtivismo piagetiano, interessa, em especial, a noção dos possíveis, passando pelas formulações referentes à percepção e representação espacial, pelos processos de tomada de consciência no percurso entre o fazer e o compreender, e pelos fundamentos de uma lógica de significações. Desde a abordagem de Alexander, tomam-se, em especial, as noções de linguagem de padrões e de totalidades crescentes para explicar as relações entre os sujeitos do processo projetual e o ambiente construído, na emergência de uma ordem espacial coerente através de contínuos ajustes entre forma e contexto. O espaço de encontro entre os dois pensadores se explicita através de uma abordagem epistemológica apoiada no conceito de sistema, e no princípio cibernético de equilibração. No caso de Piaget, isto implica estados majorantes de assimilação na interação entre sujeito e objeto de conhecimento; na abordagem de Alexander, isso se revela através da analogia entre sistemas ambientais construídos pelo homem e organismos vivos, que pode ser descrita na forma de um conjunto de princípios projetuais bem definidos. Construções – contexto pedagógico No plano pedagógico, foi elaborado um experimento, oferecido a estudantes de graduação e, Arquitetura e Urbanismo, procedentes de diferentes etapas do curso, objetivando: i) a reflexão em torno do quadro teórico apresentado, ii) a exploração de tecnologias de simulação gráfica; iii) o agenciamento de meios de trabalho cooperativo, presencial e à distância, e; iv) o desenvolvimento de exercícios de projeto apoiados nas reflexões derivadas de (i), (ii) e (iii), no sentido de promover desequilíbrios cognitivos, sugerindo percursos de trabalho diferentes daqueles com os quais os estudantes estão familiarizados. O experimento estrutura-se em três exercícios, correspondentes, grosso modo, às etapas de concepção, desenvolvimento e aperfeiçoamento de um projeto arquitetônico ou urbanístico. Casa tomada, baseado no conto homônimo do argentino Julio Cortázar, aborda a pedagogia da metáfora, propondo uma transcrição da narrativa ficcional para o espaço arquitetônico, reconstituindo topologicamente a trama urdida pelo escritor. Cidade das palavras reflete o âmbito denominado pedagogia do linguajar, e propõe o desenvolvimento de narrativas "genéticas" construídas através do trabalho cooperativo, em escalas de organização de crescente complexidade. Desenho e canteiro especula sobre uma pedagogia da precisão, inspirando-se na reflexão do arquiteto brasileiro Sérgio Ferro sobre os processos de produção da arquitetura, sendo os estudantes desafiados a simular, com ferramentas digitais, elementos construtivos tomados dos exercícios iniciais, promovendo reequilibrações no processo de aprendizagem. As “pedagogias” da metáfora, do linguajar e da precisão, integradas na reflexão sobre o fazer e o compreender, buscam constituir uma "ecologia" que enlaça sujeitos, conceitos e tecnologias. O trabalho conclui com um conjunto de crônicas que examinam diferentes aspectos do percurso realizado.
Construção e abertura: diálogos Alexander-Piaget (Construction and overture: dialogues Alexander-Piaget) examines the construction of knowledge in the field of Architecture and Planning, through the combination of the approaches of two prominent authors detached in the title of the thesis, aiming outlines elements for a theory and a pedagogy of the design process. In this sense, the work is organized into two parts: Overtures – theoretical context To realize cognitive processes involved in the architectural design within the pedagogic studio, the research seeks to establish a theoretical dialogue that finds points of contact between the tradition by Genetic Epistemology started by Jean Piaget, and the theories of Austro-American architect Christopher Alexander. Since Piaget's constructivism, interests, in particular, the notion of the possibles, through the formulation on the perception and spatial representation, through the processes of awareness on the route between to do and to understand, and the foundations for a logic of meanings. Since the approach of Alexander, detaching, especially, the notions of Pattern Language and the growing wholes, to explain relations between subjects of the design process and the built environment, in the emergence of a coherent ordered space through continuous fitness between form and context. The space of encounter between the two thinkers is explained through an epistemological approach based on the concept of system, and the cybernetic principle of balance. In the case of Piaget, this implies upper bounds states of assimilation in the interaction between subject and object of knowledge; from the approach of Alexander, it is revealed through the analogy between manmade environmental systems and living organisms, which can be described as a well defined set of design principles. Constructions – pedagogic context In terms of pedagogy, an experiment was designed, and offered to undergraduate students of Architecture and Planning from different stages of the course, aiming to: i) discussions around the theoretical context, ii) the exploration of technologies for graphic simulation; iii) the arrangement of means of cooperative work, in classroom and in distance learning environment, and iv) the development of design exercises supported the reflections derived from (i), (ii) and (iii) to promote cognitive imbalances, suggesting work journeys than those with which students are familiar. The experiment is a set of three exercices, corresponding roughly to the stages of conceiving, developing and refining an architectural or urban design. Casa Tomada (House taken over) based on the tale by the Argentinian Julio Cortázar, addresses the pedagogy of metaphor, proposing a transcript of fictional narrative to the architectural space, topologically reconstructing the plot hatched by the writer. Cidade das palavras (City of words) reflects the scope of pedagogy named speech and proposes the development of "genetic" narratives constructed through the cooperative work on scales of organization of increasing complexity. Desenho e canteiro (Design and construction site) speculates about a pedagogy of precision, drawing on the reflection of Brazilian architect Sergio Ferro on the production processes of architecture, and students are challenged to simulate, with digital tools, building elements taken from the initial exercises in promoting a feedback for learning process. The "pedagogies" of metaphor, speech and precision, integrated into thinking about doing and understanding, seek to constitute an "ecology" that links subjects, concepts and technologies. The thesis concludes with a set of chronicles that examines different aspects of the journey undertaken.

O presente estudo constitui-se na Dissertação de Mestrado apresentada ao Programa de Pós-Graduação da Universidade de Caxias do Sul, pertencente à linha de pesquisa Educação, Epistemologia e Linguagem, e ancora-se nos pressupostos teóricos e conceituais da Epistemologia Genética. Essa teoria, criada pelo pensador suíço Jean Piaget, com o fim investigativo de entender os processos cognitivos, mais especificamente, no que se direciona a revelar a gênese do conhecimento. O intuito principal do estudo a ser apresentado está na possibilidade de desvelar os vieses apriorísticos da teoria piagetiana por meio de um estudo teórico analítico, realizado, basicamente, a partir em três obras piagetianas, a saber: Nascimento da Inteligência na Criança (1975 [1936]), Biologia e Conhecimento (2003 [1967]) e Epistemologia Genética (2007 [1970]). Como forma de elucidar o pensamento piagetiano, se fazem presentes os preceitos epistemológicos platônicos, mais especificamente a teoria da reminiscência, assim como as ideias racionalistas de Descartes, o empirismo clássico de Locke, a teoria da harmonia preestabelecida de Leibniz, o apriorismo de Kant e o evolucionismo de Lamarck e de Darwin. A partir dos entendimentos revelados pela análise e interpretação das obras piagetianas, pela reflexão acerca de seus comentadores, e pelas proposições epistêmicas contidas nos pensadores da antiguidade a modernidade nomeados acima, entende-se que Piaget foi, veementemente, um epistemólogo, por suas pesquisas teóricas e empíricas - estarem envoltas pelo propósito de esclarecimento de como se desenvolve o conhecimento. Contudo, a constituição epistêmica piagetiana se adentra, mais especificamente, pela Biologia, Filosofia e Psicologia, passando a revelar que o processo cognitivo do sujeito epistêmico ocorre na relação entre ele e o objeto a ser conhecido. Nesse sentido, Piaget elaborou uma teoria que se contrapôs aos pressupostos epistemológicos do empirismo clássico, assim como aos pressupostos racionalistas que sustentam a existência das ideias inatas , por entender que o conhecimento não está unicamente no sujeito ou no objeto cognoscível e, mas sim na relação entre ambos. Piaget não nega o papel fundamental da experiência no processo cognitivo; contudo, sua proposta se diferencia da Epistemologia Empírica por essa afirmar que a experiência é a única fonte do conhecimento. No mesmo sentido, afirma que há um sujeito cognoscente, porém esse não apresenta estruturas cognitivas inatas imutáveis, como afirmam as epistemologias de cunho inatistas, mas dirá que esse é dotado de uma funcionalidade cognitiva a priori. No campo educativo as proposições teóricas suscitadas, neste estudo, se fazem relevantes na medida em que promovem no docente uma problemática epistêmica, de cunho reflexivo, do seu agir pedagógico. O estudo divide-se em três capítulos: o primeiro deles trata dos fundamentos da Epistemologia tradicional, empirista e racionalista, enquanto disciplina filosófica, e da Epistemologia Genética; o segundo, dos processos de conhecer elencados, descritos e explicados por Piaget a partir de suas preocupações de biólogo e filósofo; e o terceiro aborda a posição e os aspectos aprioristas da Epistemologia Genética.
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O propósito deste ensaio teórico é investigar a possibilidade da ampliação da compreensão do processo de embriogênese mental estudado pela Epistemologia Genética de Jean Piaget, como uma expressão determinada da noção do esforço de perseveração, conatus, da Philosophia de Baruch Espinosa, com o fim de investigar suas possíveis relações e desdobramentos para a compreensão da experiência ética espinosana. O resultado obtido até aqui indica o conceito de implicação significante da Epistemologia Genética como a noção vinculante entre o processo de embriogênese mental e o esforço de perseveração. Ao considerarmos que a implicação significante constitui o processo de elaboração gradual do necessário, imprescindível à compreensão da experiência da Liberdade na Ética, torna-se relevante a continuidade das investigações sobre as suas implicações para este tema essencial da Philosophia de Espinosa
This paper aims to investigate the possibility of increase the understanding of mental embryogenesis (as defined in Jean Piagets Genetic Epistemology) as a particular case of the striving for perseveration (conatus) of Baruch Spinozas Philosophia, in order to investigate their purported relations and possible consequences for the understanding of Spinozas ethical experience. Results obtained so far support the idea of \"significant implication\", as defined by the Genetic Epistemology, as a binding concept between the mental process of embryogenesis and the striving for perseveration. Assuming that the \"significant implication\" is the process of gradual elaboration of the idea of \"necessity\", vital to understanding the ethical experience of freedom, the research on the implications for this essential issue of Spinozas Philosophia becomes relevant

Jean Piaget s'appliqua au développement d'une épistémologie génétique qui prit la forme d'une psychologie dont l'objectif était de saisir les structures cognitives des sujets dans leurs différents stades de constitution. Concentrant ses recherches sur le développement des structures cognitives chez l'enfant il montre qu'elles s’organisent par la relation que l'enfant entretient avec la communauté épistémique dans laquelle il évolue. Cela implique que les normes qui régulent cette communauté se trouvent dans les procédures de formation des connaissances. Nous avons analysé les comptes rendus des expériences de Piaqet, leurs modalités d’exécution et de restitution en partant du présupposé qu' en tant que pratique sociale la recherche scientifique n'échappe pas aux relations qui organisent l'espace social. L’anthropologie cognitive, l'ethnographie de l’apprentissage et la théorie de la cognition distribuée ont fourni des modèles de compréhension des dynamiques socio-cognitives qui permettent de rendre compte du contexte épistémique de l'épistémologie génétique. A l’aune de cette lecture, les savoirs situés issus des épistémologies féministes et décoloniales apparaissent comme une forme paroxysmique du modèle piagétien. Cette recherche montre que l'épistémologie génétique est porteuse dune réflexion implicite sur la distribution sociale des connaissances qui a nourri les épistémologies critiques. Elle soutient que la co-formation des structures et des communautés épistémiques, loin de constituer une limite au projet de connaissance humaine dessine simplement le contexte de son émergence en tant qu'expérience psychique
Jean Piaget sought to produce a genetic epistemology, that is a psychology that allowed for a qrasp of subjects' cognitive structures at different stages of their devetopment. As such his work provides a new understanding of structuralism, one grounded not in language but in action. Focused on the emergence of cognitive structures in children, his researcn shows how these structures are organized by the retationship the child entertains with the epistemic community in which he or she grows This implies that the rutes and standards that regulate this community are inseparable from processes though which knowledqe comes into beilng.This thesis proposes an analvsis of Piaqet's experiments, their protocols and accounts, that proceeds from the assumption that as a social practice scientific research is not immune to the relationships that organize social space. Cognitive antnropology, the ethnography of learning and theories of distributed cognition provided rnodels for understanding the socio-cognitive dynamics that can account for the epistemic context of genetic epistemolgy. ln this light, situated knowledges denvlnq from feminist and decolonial epistemotogies appear as paroxysmal versions of Piaget's model. Indeed, this research shows that genetic epistemology contains an implicit reflection on the social distribution of. and differential access to knowledge which nurtured critical epistemologies. It argues that the co-creation of epistemic structures and communities far frorn beinq a limit to the constitution of human knowledge may be seen as simply circumscribing the context of its emergence as a psychological experience

This thesis considers aspects of Piaget's and Kohlberg's theories of the moral development and education of children. It takes into consideration an old but valuable study of the development of character in children. As a possible alternative model to that provided by Kohlberg we suggest the inclusion of the Philosophy for Children programme into schools. Prior to the elaboration of this proposition we critically analyse certain philosophical concepts put forward by both Piaget and Kohlberg. Our aim here has been to suggest that there are underlying philosophical weaknesses which have a hidden but important impact on the acceptability of aspects of their work. We express our concern at the acceptance of Kohlberg's work in schools and point out why this is unsatisfactory. We put forward what we take to be an acceptable position in introducing moral education into schools and we put forward an approach where this can take place within the context of a broader educational programme and which includes the Philosophy for Children programme.

Previous research into children’s understanding of line of sight has led to differing conclusions as to when and how children become able to appreciate that their view of an object will be different from another persons’ view of the same object. This is probably due to the diversity of response methods required from the children as well as different types of tasks and settings being used between the experiments. The aim of the present thesis is to investigate systematically how children will fare across various settings and whether their comprehension of line of sight can be biased by the task’s setting. The first experiment assessed children’s understanding of line of sight through a tube that was bent to varying degrees of curvature and whether their response pattern would change when feedback was provided. Results showed that children have great difficulty performing correctly on this task, especially when the degree of curvature is small. The older children corrected their response pattern when feedback was provided but the younger children tended to persevere in their response pattern regardless of contradictory feedback. The second experiment looked at children’s performance when walls were used - half the walls were smooth gradual curves while the other half was walls made up of two segments that met to form an angle. Again the children were asked to predict if two dolls placed at opposite ends of each wall would be able to see each other. Results showed that though even young children have no trouble in performing correctly on the “angled” walls, performance on the curved walls was significantly poorer with the older children performing better than the younger children. The third experiment sought to quantify the point at which children deemed line of sight became possible. To do this we used a single “U” shaped trench with the children being asked if one doll could see another in various configurations. The results showed a strong bias towards over estimating visibility. The fourth experiment repeated the second experiment but used wooden trenches instead of walls but also sought to quantify the “switchover” point at which the children deem vision becomes possible between the two dolls. The difference between angles and curves was once again replicated as was the age difference. The fifth experiment compared children’s appreciation of line of sight through/along tubes, trenches and walls. This performance level varied strongly depending on the type of task the child was asked to perform upon with the tube proving to be the most difficult and the angled trench the easiest. The overall findings of the experiment pointed to a context-dependent performance, implying a piece-meal development of childrens’ comprehension of line of sight.

A partir de revisão de literatura sobre as influências do Bilingüismo precoce sobre o desenvolvimento infantil, foram selecionados os seguintes temas a serem analisados à luz da teoria da equilibração, de Jean Piaget: (1) antecipação da percepção da relatividade entre signo e referente no real, (2) intensificação do controle inibitório e (3) antecipação da entrada no pensamento operatório. O objetivo deste trabalho é demonstrar que a teoria da equilibração, um modelo explicativo para a construção dos sistemas cognitivos, permite a compreensão tanto das vantagens no desenvolvimento cognitivo relacionadas ao Bilingüismo Aditivo, quanto de possíveis desvantagens relacionadas ao Bilingüismo Subtrativo. No primeiro caso, o ambiente bilíngüe representaria um grande número de negações primárias no campo das línguas, o que funcionaria como um ponto de partida para que o sujeito construísse reequilibrações, ampliando e, ao mesmo tempo, conservando seu sistema cognitivo no campo da linguagem verbal. O segundo caso (Bilingüismo Subtrativo) é interpretado a partir da perspectiva piagetiana, segundo a qual o valor atribuído à meta é fundamental para que um desequilíbrio configure-se como ponto de partida para reequilibrações do sujeito, estas sim, fontes reais de progresso: neste estudo, tanto a aquisição das duas línguas quanto as vantagens cognitivas, interpretadas como fruto do funcionamento da equilibração dos sistemas de conhecimento do mundo. O contexto subtrativo implica a desvalorização da língua e cultura de origem. Para esta análise, propõe-se uma aproximação entre o conceito de valorização afetiva de Piaget e o valor utilizado como critério no modelo de estratégias de aculturação de Berry, com a ressalva de que, consonante com a perspectiva piagetiana, a valorização a que nos referimos é aquela feita pelo sujeito, não necessariamente igual à do ambiente em que vive. Portanto, conclui-se que as interações bilíngües podem representar uma intensificação da demanda do ambiente por reequilibrações no campo da linguagem verbal, intensificando o trabalho de elaboração dos caracteres negativos e, com isso, antecipando o desenvolvimento cognitivo em alguns aspectos. Tais conseqüências também podem ser expressas em termos de um aumento de condutas e , que implicam a ampliação e conservação simultâneas da estrutura cognitiva. Porém, tais resultados dependem de situações contingenciais, por exemplo, ligadas ao valor atribuído pelo indivíduo à meta a ser superada, ou, em outras palavras, ao desequilíbrio a ser compensado. Em casos de valorização negativa, as vantagens cognitivas podem não acontecer. Com o intuito de ilustrar possíveis estudos práticos a partir desta tese teórica, é apresentada uma proposta de pesquisa empírica que relaciona o desempenho em diferentes provas piagetianas - analisadas à luz da teoria da equilibração - às estratégias de aculturação, obtidas via entrevista com a criança e questionário para os pais.
After carrying out a review of the literature on the influence of Early Bilingualism on child development, the following issues were selected in order to be analyzed in the light of Jean Piagets equilibration theory: (1) the anticipation of the perception of relativity between sign and actual referent, (2) intensification of inhibitory control, and (3) anticipation of the access to operative thinking. This research was carried out to demonstrate that the equilibration theory an exploratory model for the construction of cognitive systems allows us to understand both the advantages of the cognitive development related to Additive Bilingualism and the possible disadvantages related to Subtractive Bilingualism. In the former, the bilingual environment would represent a large number of primary negations in the field of languages, what would provide a starting point for the construction of re-equilibration by the subject, simultaneously widening and preserving his/her cognitive system in the field of verbal language. The latter (Subtractive Bilingualism) is viewed in the light of Piagets theory, according to which the value assigned to ones aim is fundamental for the lack of equilibrium to take the shape of a starting point for the subjects re-equilibrations, which are indeed the real sources of progress in this study, both the acquisition of the two languages and the cognitive advantages, viewed as a result of the operation of the equilibration of the systems of knowledge of the world. The subtractive context implies the depreciation of the subjects source language and culture. For the analysis at issue, one proposes an approximation between the concept of affective appreciation developed by Piaget and value taken as a criterion in the model of acculturation strategies devised by Berry, with the exception that, consistent with the view held by Piaget, the appreciation referred to is the one shown by the subject, not necessarily similar to the appreciation of the environment where he/she lives. Therefore, one is led to conclude that bilingual interactions may involve an increase in environmental demands for re-equilibration in the field of verbal language, increasing the development of negative traits and, with that, anticipating the cognitive development in some of its features. Such consequences may also be described in terms of an increase in the b and d conduct types, which imply a simultaneous widening and preservation of the cognitive structure. Such results, however, depend on contigent situations such as the value assigned by the subject to the aim to be excelled, or, in other words, to the lack of equilibrium to be compensated. In cases of negative appreciation, cognitive advantages may not happen. In order to illustrate the possible practical researches founded on such theoretical basis, one provides an empirical research proposal which relates performance in different Piagetian tests viewed in the light of the equilibration theory to acculturation strategies, by means of interviews held with children and questionnaires responded by parents.

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The question of learning of values in the roll of human behavior has aroused the interest of scholars of many specialities. In the context of education, the search to understand the formation of beliefs and values, the reason for aggressive, unfair, solidary and compassionated attitudes, has been constantly searched by researchers. But, is there really a crisis of values, or are the values in crisis? More than stick to this question, this study aims to understand a little more about the moral formation in its theoretical essence. Therefore, was sought in Jean Piaget and Lawrence Kohlberg's cognitive evolutionary perspective about the moral development, to highlight the points on which these have contributed to the advancement of the understanding of moral formation. A critical analysis is made of such perspective when thoughts of Richard Shweder and Jonathan Haidt are evidenced. Besides this extreme criticism of the evolutionary cognitive perspective, shall be also placed the contributions of Michel Foucault about the understanding of moral formation in the school environment, that in a characteristically particular way about the microphysics of Power, shows the micro relations in this same, and that goes through moral attitudes developed in such institutions. In this study about the theme of moral formation, the Brazilian National Curriculum Parameters must be analyzed, particularly what this document proposes on morality as Transversal Theme Ethics. The aim of this study is to analyze critically Piaget and Kohlberg's theory of moral development and compare it to other authors with different and divergent perspectives from evolutionary cognitive, through documentary analysis of the National Curriculum Parameters - Transversal Theme Ethics. Starting from this movement of documents analysis of Piaget and Kolhberg s theories observation, some results are shown on the understanding of how useful this can be to moral formation during the educational process in the school environment, as well as can contribute with new possibilities to act, to think and to live; way of life that goes beyond the walls of the school. Understanding the mechanisms of how the morality is being produced and aware of micro power relations existing in school institutions is fundamental to find new ways or even to have greater awareness of the path that everyone, or the great majority of society, is following. This study gives the opportunity to reflect about theories established, with the intent of producing new information networks, that may indicate new paths for the understanding of the process of moral formation.
A questão da aprendizagem de valores no campo dos comportamentos humanos vem despertando o interesse de estudiosos de variadas especialidades. No âmbito da educação a busca por entender a formação de crenças e valores, o porquê de atitudes agressivas, injustas, solidárias, compassivas, tem sido busca constante dos pesquisadores. Mas, será mesmo que há uma crise de valores, ou será que os valores em si estão em crise? Mais que se ater a este questionamento, o presente estudo procura compreender um pouco mais sobre a formação moral em seu cerne teórico. Para tanto, buscou-se, na perspectiva cognitiva evolutiva de Jean Piaget e Lawrence Kohlberg acerca do desenvolvimento moral ressaltar os pontos em que estas contribuíram no avanço do entendimento da formação moral. É feita uma análise crítica de tal perspectiva quando pensamentos de Richard Shweder e Jonathan Haidt são evidenciados. Além dessa crítica extremista à perspectiva cognitiva evolutiva, ainda serão colocadas, as contribuições de Michel Foucault acerca do entendimento da formação moral no ambiente escolar, que de maneira caracteristicamente particular acerca da microfísica do poder, evidencia as microrrelações existentes nas mesmas, e que ultrapassam atitudes morais desenvolvidas em tais instituições. Nesse mergulho à temática da formação moral, não se poderia deixar de analisar também os Parâmetros Curriculares Nacionais, mais particularmente no que este documento propõe no tocante à moralidade enquanto Tema Transversal Ética. O objetivo geral desse estudo é, então, analisar de maneira crítica, a teoria do desenvolvimento moral de Piaget e Kohlberg, colocando-as em diálogo com demais autores com perspectivas diferentes e divergentes à cognitiva evolutiva, através da análise documental dos Parâmetros Curriculares Nacionais - Tema Transversal Ética. A partir desse movimento, que não se encerra em si, de análise documentais, bem como de análise das teorias de Piaget e Kohlberg alguns resultados emergem no entendimento de como esta pode ser útil ao desenvolvimento moral durante o processo educativo no ambiente escolar, bem como pode comprometer novas possibilidades de agir, pensar e viver; forma de vida, estas, inclusive, que extrapolam os muros da escola. Entender os mecanismos de como a moralidade está sendo produzida e ter noção das relações de micro-poder existentes nas instituições escolares é fundamental para buscar novos caminhos ou mesmo ter maior consciência do caminho a que todos, ou a grande maioria da sociedade vêm seguindo. Este estudo oportuniza fazer uma reflexão sobre as teorizações estabelecidas, a fim de se produzir novas redes de informação, que possam sugerir novos caminhos à compreensão do processo de formação moral.

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This investigation had an object of study: the socioambiental apprenticeship of a visitor from the perception of the environment looking into the interpretative trails (IT) from a preservation unit (PU). The actual research had theoretical Assumptions that are to basal the arguments, the studies proposed By Piaget regarding the construction of the knowledge. The questions that this study tries to answer are related to: what contributions the visit to an Environmental protected area can bring out about the feasibility of the socioambiental apprenticeship of the visitors? What kind of situations the experience of the visitors can contribute to provide the acquisition of socioambiental attitudes; How the interaction of the visitors with the environment, can bring cognitive disequilibriums able to promote the socioambiental apprenticeship? The objectives from the actual research are: to investigate the factors that promote the perception of the visitors into an IT, they can implicate on the socioambiental apprenticeship; to describe situations into the IT, that can contribute for the visitors to develop socioambientals attitudes from the visit of an environmental protective area; and, also, to analyze moments where the perception of the visitors produces a cognitive disequilibrium. The research was developed from the analysis of the auto guided tracks and interpretative trails, both from the Guartelá State Park (GEP), in Tibagi City in the Paraná State. The guys from this research were the individuals who visited the preservation unit (UP) in the period of February, and also, from May to August in the year of 2008. It treats a qualitative research with a methodology that involves an interface of the research-action with the ethnographic research type. We use as procedures the collection of information: a questionnaire quasi-structured, handled to the visitors in an exploratory intervention with the purpose to trace the relevance of the visit into a PU; the interview not directive directioned to the visitors in the course of the trails; aside from, the observation with self itinerary. We present as result the educational potentiality of an IT. And about the guys, was expressed that the individuals who showed themselves more sensitive with the environment also did not surpassed the centerboard in the process of construction of the knowledge. About the guys who found problems in the characteristics of the environment showed an uncentreboard effort. With this investigation was possible to conclude that the activities promoted during the interventions, showed the perception of the visitor in the IT. The cognitive disequilibrium presented by a few guys has led them to be more liable to the apprenticeship.
Esta investigação teve como objeto de estudo, a aprendizagem socioambiental do visitante a partir da percepção do ambiente pelo visitante na trilha interpretativa (TI) de uma unidade de conservação (UC). A presente pesquisa tem como pressupostos teóricos que fundamentam as discussões, os estudos propostos por Piaget em relação à construção do conhecimento. As questões que este estudo busca responder se refere a: que contribuições a visita a uma área de proteção ambiental pode apresentar para viabilizar a aprendizagem socioambiental dos visitantes?; Em que situações a experiência dos visitantes proporciona a aquisição de atitudes socioambientais?; Como a interação dos visitantes com o ambiente, pode gerar desequilíbrios cognitivos capazes de promover a aprendizagem socioambiental? Os objetivos da presente pesquisa são: investigar os fatores que promovem a percepção dos visitantes em uma TI, que podem implicar na aprendizagem socioambiental; descrever situações na TI, que podem contribuir para que os visitantes desenvolvam atitudes socioambientais a partir da visita a uma área de proteção ambiental; e, também, analisar momentos em que a percepção dos visitantes produz um desequilíbrio cognitivo. A pesquisa foi desenvolvida na trilha autoguiada e interpretativa do Parque Estadual do Guartelá (PEG), município de Tibagi no Estado do Paraná. Os sujeitos da pesquisa foram os indivíduos que visitaram a unidade de conservação (UC) no período de fevereiro, e também, maio a agosto do ano de 2008. Trata-se de uma pesquisa qualitativa com uma metodologia que envolve uma interface da pesquisa-ação com a pesquisa do tipo etnográfica. Utilizou-se como procedimentos para a coleta de informações: um questionário semiestruturado, aplicado aos visitantes em uma intervenção exploratória com a finalidade de diagnosticar a relevância da visita a uma UC; a entrevista não-diretiva direcionada aos visitantes no percurso da trilha; além, da observação com roteiro próprio. Apresenta-se como resultado a potencialidade educativa de uma TI. Quanto aos sujeitos, ficou expresso que os indivíduos que se mostraram mais sensibilizados com o ambiente também não ultrapassaram a centração no processo de construção do conhecimento. Já os sujeitos que problematizaram as características do ambiente mostraram um esforço de descentração. Com esta investigação foi possível concluir que as atividades promovidas durante as intervenções, possibilitaram a percepção do visitante na TI. O desequilíbrio cognitivo apresentado por alguns dos sujeitos fez com que estes estivessem mais suscetíveis a aprendizagem.

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This investigation had for object of study the Envinronmental Education instrumented by environmental impact movies. The reserach has as theory basis Jean Piaget's studies about knowledge construction. This study aims to answer the following questions: what is the contribution of the utilization of movies in the classroom for a critical envinronmental education? Is possible and feasible the didatic utilization of cinema aimed for the promotion of the critical environmental education? Is the classroom an exceptional space for the utilization of cinema? Is it possible to notice changes in atitudes, values and preocupations as points of departure of the didatic utilization of documentaries or movies of environmental education? The objectivs of the research are: create the possibility of atitudes of care and preocupation with the envinroment, watch and describe the triggering elements of atitudes of environmental care and preservation and to analyse changes of atitude and the appearance of concern departing the didactical utilization of movies of environmental impact. The research was developed in two state schools in the city. In one school were exibited four movies of environmental impact and in the other no movie was shown. The subjects of the research were the students of seven classes of the fundamental education, as five of these classes watched the movies. The research was realized from august of 2008 to june of 2009. It is an intervention reasearch, of quality by nature. For the gathering of information, the proceeding used was as follows: previous questionnaire before the exibition of the movies; presentation of the movies; questionnaire after the exibition; final questionnaire answered two months after the exibition; interviews in focal groups. For the two classes that did not saw the movies were proposed a questionnaire with the same questions as the ones presented to those that saw them. For the analysis of the answers, the following categories based in Piaget's theory were created: figurational and operational knowledges; reflexive abstraction and taking of conscience; and construction of values.Presented as results are the educacional potencial of movies in the classroom. Although the figurational and operational knowledges do not present great variation between the two groups of students, the happening of answers that demonstrated the taking of conscience and the construction of values is immensely superior in those that watched the movies. The movies led to the descentration and the cognitive unbalance of the students and the construction of new knowledges based in a critical environmental education. The movies did made the students to change their atitudes about the nature, aimed for the protection and the conservation of the environment.
Esta investiga??o teve como objeto de estudo a Educa??o Ambiental mediada pelo cinema de impacto ambiental. A pesquisa tem como fundamento te?rico os estudos de Jean Piaget sobre a constru??o do conhecimento. As quest?es que este estudo busca responder s?o: qual a contribui??o da utiliza??o do cinema na sala de aula para uma educa??o ambiental cr?tica? ? poss?vel e vi?vel a utiliza??o did?tica do cinema para a promo??o da educa??o ambiental cr?tica? A sala de aula constitui um espa?o privilegiado para a utiliza??o do cinema? ? poss?vel perceber mudan?as de atitudes, valores e preocupa??es a partir da utiliza??o did?tica de document?rios ou filmes de educa??o ambiental? Os objetivos da pesquisa s?o: possibilitar atitudes de preocupa??o e cuidado com o meio ambiente, observar e descrever os elementos desencadeadores de atitudes de cuidado e preserva??o do meio ambiente, analisar mudan?as de atitudes e o surgimento de preocupa??es a partir da utiliza??o did?tica dos filmes de impacto ambiental. A pesquisa foi desenvolvida em duas escolas estaduais de uma cidade paranaense com aproximadamente trezentos mil habitantes. Em uma escola foram exibidos quatro filmes de impacto ambiental e na outra n?o foi exibido nenhum filme. Os sujeitos da pesquisa foram os alunos de sete turmas do ensino fundamental, sendo que cinco dessas turmas assistiram aos filmes. A pesquisa foi realizada de agosto de 2008 ? junho de 2009. Trata-se de pesquisa de interven??o, de natureza qualitativa. Para a coleta de informa??es, o procedimento utilizado foi o seguinte: question?rio pr?vio antes da exibi??o dos filmes; apresenta??o dos filmes; question?rio posterior ? exibi??o; question?rio final respondido dois meses ap?s a exibi??o; entrevistas em grupos focais. Para as duas turmas que n?o viram os filmes, foi proposto um question?rio com perguntas id?nticas ?quelas feitas aos alunos que os viram. Para an?lise das respostas, foram criadas as seguintes categorias com base na teoria de Piaget: conhecimentos figurativos e conhecimentos operativos; abstra??o reflexionante e tomada de consci?ncia; e constru??o de valores. Apresenta-se como resultado o potencial educativo dos filmes na sala de aula. Embora os conhecimentos figurativos e operativos n?o apresentem maior varia??o entre os dois grupos de alunos, a ocorr?ncia de respostas demonstrando a tomada de consci?ncia e a constru??o de valores ? imensamente superior naqueles que assistiram aos filmes. Os filmes permitiram a descentra??o e o desequil?brio cognitivo dos alunos e a constru??o de novos conhecimentos baseados em uma Educa??o Ambiental cr?tica. Os filmes fizeram com que muitos dos alunos mudassem suas atitudes em rela??o a natureza, voltadas para a prote??o e a conserva??o do meio ambiente.

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The central theme of this work is the structuralism construtivist, in that detached the importance of the mathematical structure for the acquisition of the logical-mathematical knowledge. We began our study presenting an abbreviation summary on the life and work of Piaget, the theory of the knowledge exposing the theoretical arguments of the rationalism (Leibniz), of the empiricism (Locke), of the interacionismo (Kant) and the constructivism piagetian. The approached themes show the different forms of understanding the origin of the knowledge. Due to your importance for our work made a study about the structuralism piagetiano and mathematical structuralism. For the fact of the structuralism piagetiano to present a dynamic character related with the activity, organization, transformation, action coordination and construction looked for a model to assist her/it those requirements. In this sense, we opted for the study of the game in the vision piagetian, because he comes as an appropriate model of the algebraic structures or of the Mathematics in general. Thus, for understanding the shape to represent those models we made a study on semiotics in Peirce and Piaget, because the game presents a direct connection with the representation. In our work we presented two studies: the first was an exploratory study with semi-structured questionnaire and, in the second, we applied the game of the chess board with activities on the negative numbers; the activities were developed with ten teachers of public school of the state net of teaching that act in the 6a. series of the Fundamental Teaching. The study concludes that the game is a suitable tool, as it presents the structure of the negative numbers as well as it offers and different representation forms more clearly
O tema central deste trabalho é o estruturalismo construtivista, em que destacamos a importância da estrutura matemática para a aquisição do conhecimento lógico-matemático. Começamos nosso estudo apresentando um breve resumo sobre a vida e obra de Piaget, a teoria do conhecimento expondo os argumentos teóricos do racionalismo (Leibniz), do empirismo (Locke), do interacionismo (Kant) e o construtivismo piagetiano. Os temas abordados mostram as diferentes formas de compreender a origem do conhecimento. Devido à sua importância para o nosso trabalho fizemos um estudo sobre o estruturalismo piagetiano e estruturalismo matemático. Pelo fato de o estruturalismo piagetiano apresentar um caráter dinâmico relacionado com a atividade, organização, transformação, coordenação de ação e construção buscamos um modelo que atendesse a esses requisitos. Neste sentido, optamos pelo estudo do jogo na visão piagetiana, pois se apresenta como um modelo adequado das estruturas algébricas ou da Matemática em geral, assim para representar esses modelos fizemos um estudo sobre semiótica em Peirce e Piaget, pois o jogo apresenta uma ligação direta com a representação. No nosso trabalho apresentamos dois estudos: no primeiro, um estudo exploratório com questionário semi-estruturado e, no segundo, aplicamos o jogo do tabuleiro de xadrez com atividades sobre os números negativos; as atividades foram desenvolvidas com dez professores de escola pública da rede estadual de ensino que atuam na 6a. série do Ensino Fundamental. O estudo conclui que o jogo é uma boa ferramenta, pois apresenta mais claramente a estrutura dos números negativos e oferece diferentes formas de representação

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No presente trabalho de Dissertação, propusemo-nos à analisar a noção de significação segundo a Epistemologia Genética. Tal noção (significação) foi escolhida devido à sua relevância dentro da Teoria de Piaget, visto ela estar relacionada diretamente com a concepção de consciência em Piaget, bem como, por ela percorrer toda a construção da teoria piagetiana, o que nos permitiu, entender a proposta da Epistemologia Genética de maneira mais clara e trazer tal noção para um cenário mais sintetizado dentro da teoria de Piaget. A dissertação foi norteada pela concepção de Piaget de que dar significação a um quadro sensorial ou a um objeto é inseri-lo num sistema de esquemas ou, por outras palavras, assimilá-lo a um sistema de esquemas, e que, em especial, o conhecimento é o resultado do processo de ação do sujeito sobre o objeto, que leva o sujeito a inserí-lo em um sistema de esquema de ação e de operações sobre representação, por meio da assimilação, bem como a modificar, por meio da acomodação, esse sistema de esquemas, especificando, então, o processo de conhecimento como prolongamento do processo de adaptação segundo Piaget. No desenvolvimento deste trabalho foi feita uma caracterização sucinta da proposta piagetiana de uma Epistemologia Genética e, a partir dela, percorremos os conceitos basais da teoria piagetiana como: ação, esquemas de ação, sistema de esquemas de ação, assimilação, acomodação, adaptação, função semiótica, significado, significante, símbolo, signo e indice, bem como inserimos novos conceitos que auxiliaram na compreensão da passagem do Período Pré-Operatório ao Período Operatório Concreto, como transfiguração, esquemas de transfiguração e sistema de esquemas de transfiguração. Em especial, neste desenvolvimento, apresentamos e discutimos uma definição explicita de significação, dada por Piaget...
In this work, we proposed to analyze the notion of signification according to Genetic Epistemology. This concept (signification) was chosen due to its relevance to Piaget‟s Theory, once it is directly related to the conception of consciousness in Piaget, as well as due its long-range through the entire construction of Piaget‟s theory, which allowed us to understand the Genetic Epistemology proposal more clearly and to bring this concept to a more synthesized scenario within the Piaget‟s theory. The work was guided by the Piaget‟s conception, which says that to give signification to a sensory tableaux or to an object is to insert it into a schemes system or, in another words, to assimilate it on a schemes system, and, specially that the knowledge is a result of action of the subject on the object, which leads the subject to insert it into a schemes system of actions and operations on representation by means of assimilation, as well as modify, through accommodation, this schemes system, specifying the knowledge process as a continuation of the adaptation process acoording to Piaget‟s definition. During this work , we made a brief characterization of Piaget‟s proposal of a Genetic Epistemology, and from it, we went through the basal concepts of Piaget‟s theory: action, action schemes, action schemes system, assimilation, accommodation, adaptation, function semiotics, meaning, signifier, symbol, sign and index, and also we insert new concepts that helped on understanding the transition from Preoperative Period to Operative Concrete Period, like transfiguration, transfiguration schemes , transfiguration schemes system . In this development we particularly present and discuss an explicit definition of signification, given by Piaget, and we contextualize its in the first four stages of The Origin of Intelligence in the Child as well as in the initial experiment of The Notion of Time... (Complete abstract click electronic access below)

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Jean Piaget’s genetic epistemology has often been applied to education. This research report looks at the interpretation and use of Piaget’s ideas to education and argues that most applications of Piaget to education are not in keeping with the nature and object of his genetic epistemology. As such the report suggests number of ways in which Piaget could be used in education without undermining the integrity of his theory.

博士
國立暨南國際大學
教育政策與行政學系
107
Abstract The purpose of this study was to explore the Peer relationship among the elementary higher grade students in the Piaget’s Social Cognitive Theory of social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice. This study adopted questionnaire survey. The samples were chosen from public elementary higher grades students of 1100 and 1,088 effective questionnaires were collected in central Taiwan, of which 1,088 points were valid questionnaires; the questionnaire recovery rate was 98.9% and the effective questionnaire was 100%. The collected data was analyzed by SPSS 19.0. The statistical methods included descriptive analysist-test, one-way ANOVA, Pearson's product-moment correlation and multiple regression analysis were conducted to answer the research questions. As result from the analysis of this study, the conclusions were as following: 1. The degree Peer relationship strategy of Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice, by elementary higher grades students was at high level. 2. The elementary higher grades students showed significant difference of Peer relationship strategy in Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice regarding to the variables of gender. 3. The elementary higher grades students showed significant difference of Peer relationship strategy in Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice regarding to the variables of grades. 4. The elementary higher grades students showed significant difference of Peer relationship strategy in Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice regarding to the variables of birth order. 5. The elementary higher grades students showed significant difference of Peer relationship strategy in Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice regarding to the variables of socioeconomic status. 6. The elementary higher grades students showed significant difference of Peer relationship strategy in Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice regarding to the variables of school locations. 7. The elementary higher grades students showed significant difference of Peer relationship strategy in Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice regarding to the variables of school areas. 8. The elementary higher grades students showed significant difference of Peer relationship strategy in Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice regarding to the variables of school sizes. 9. Peer relationship strategy of elementary higher grades students was moderately high related to Piaget's social constraints as Objective Responsibility, Subjective Responsibility and Cooperative Justice. 10. In regression forecast of elementary higher grades students of applying construction to peer relationship strategy of Piaget's social constraints, especially the aspect of “Cooperation Justice” and that of “Subjective responsibility” were the two highly predictable variables. Finally, based on the above conclusions of the study, some suggestions were proposed for the suggestions to educational administrative authorities, elementary school teacher and future researchers.

碩士
靜宜大學
應用化學系
102
The purpose of this study is to apply Piaget’s Cognitive Development learning theory in iPad design about water chemistry. It is design to find out the best learning method in studying chemistry subject. Also try to provide a better suggestions for the related learning theories in the iPad learning. The research targets are based on students who took the "Life Chemistry" E-Learning general course in Providence University. Students are randomly divided into two groups: controlled group – using general E-learning model to study, and the experimental group – using the Piaget iPad learning model. The learning topic is “Water Chemistry”, two model are using the same content, but different design. Learning effect and learning characters are analyzed by ANOVA tool, results are: 1.Students in the Piaget iPad learning model system outperform general E-learning model students. 2.Field-Independent, Male and Science college students shown the better learning achievement results. 3.Students who are using the Piaget iPad learning model system all given an 86.77% satisfaction result.

Understanding how students learn, that is, how they recognize, process, and internalize new information, is vital to any teacher’s success. Although many theories exist in this field, I have selected three strong theories to initiate a discussion that I see as suggestive of a new, cohesive theory that represents a synthesis of all three. For the purposes of this report, I have selected the theories of constructivism and social constructivism from Piaget and Vygotsky, Bronfenbrenner’s Ecological Systems theory, and Chaos theory as the basis for my proposed model. In the report, these three theories are deconstructed, and various components of each are then synthesized to suggest a comprehensive model. It is my intent that my proposed model be helpful to teachers in designing and tailoring instruction for their students. By understanding the relationships and inter-relationships of the child to the various systems that affect him/her, the teacher can better engage all students toward a successful outcome.
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Controversy regarding moral development research has given rise to a proliferation of theories competing for acceptance. For all these researchers, the work of Lawrence Kohlberg is the pivot point for comparisons, contrasts, and discussions. Still, no theories to date adequately describe and document a theoretically complete conception of moral judgment and behavior. The contention in this thesis is that Kohlberg's moral development theory should remain the base-camp for further exploration but concepts from the past as well as new components from other fields should be added to construct a better model of human moral thinking and behaving. This thesis formulates a comprehensive and more adequate moral development theory which fits existing data. Pertinent aspects of past and present moral theories are summarized. Theories are evaluated in light of knowledge gained from past thinkers and recent research. Inadequacies are discussed. New pieces from psychological personality theories are presented to replace the normally accepted concept of a unitary ego theory. A more realistic model of growth as a spiral development process is presented. This spiral model allows features of the invariant stage sequence and step-wise hierarchial development process, critical to Piaget's cognitive development theory and to Kohlberg's justice-oriented moral development theory, to exist while couched in a broader growth process that encompasses the pertinent additional features of other researchers' works. The newly constructed theory is presented. Documented case materials and portions of counseling sessions are used to show some adequacy-of-fit of aspects of this theory.
Graduation date: 1992

This thesis deals with the bases of Ethics in comparison with the practice of Ethics in the Slovak and the Czech Republic. The first part describes and discusses the philosophical, pedagogical and psychological bases of teaching subject called Ethics. It presents a chronological overview of ethical theories and their comparison of the base of morality. It deals with the philosophy of education and dialogue as the principles of teaching. It represents Piaget's theory of moral development of the child, states stages of moral reasoning by Kohlberg and characterizes Frankl's logotherapy. The second part analyzes and compares the approaches to Ethics in primary and secondary education in the Slovak Republic and the Czech Republic due to the bases of ethics set out in the first part. It represents the Slovak koncept of Olivar's prosocial education, the activities of Ethical Forum Czech Republic and the programme Philosophy for children.

The present study examines the relationship between the practices of schooling and classroom teaching and learning on the one hand and learners’ cognitive development and functioning on the other. The study uses innovative system of ideas in developmental and educational psychology, originally formulated by Lev Vygotsky to investigate the interrelations between learning, instruction and development. Carried out in a rapidly changing socio-cultural context of Venda, South Africa, the study examines the realities of schooling practices that exhibit both continuity with the past practices of society and some profound transformations that together lead to a multi-dimensional and a complex picture of cognitive development in learners. By examining the relations between the cultural practices of schooling and its socio-historical context on the one hand, and the consequent psychological process on the other hand, the present study offers an opportunity for exploring processes that may be more opaque in relatively stable socio-cultural contexts of schooling. The observations on the history of schooling in South Africa in general, and in Venda in particular, support the theoretical formulation that particular practices of schooling, themselves originating from and continuing larger social-historical processes, represent contexts in which learning and development take place and are shaped. The empirical investigations revealed that even the socio-cultural contexts of schooling characterized by strong ruptures, such as in South Africa, nonetheless carry on some vestiges of their past practices that affect today’s learning and development of learners. The study concludes, extending the prevailing theoretical formulation, that the social and cultural setting of schooling in Venda is multifaceted; manifesting xvi. instances of indigenous practices, the traditions of past missionary practices, as well as the traditions of the past, apartheid schooling. By taking into account these socio-cultural influences, the study provides crucial insights into the regularities of cognitive and conceptual developmental processes taking place in conditions of rapid social change in the course of the schooling of today’s children in Venda. The study furthers our understanding about the regularities of the socio-cultural and historical processes of schooling in conditions of rapid social change, and concludes by proposing ways of improving contemporary educational practice in South Africa, grounded in sound psychological knowledge and research about school transformation and classroom teaching and learning improvement.