Elementary Teachers’ Application of Jean Piaget’s Theories of Cognitive Development during Social Studies Curriculum Debates in Arizona

Hinde, Elizabeth; Perry, Nancy

doi:10.1086/522386

Cited by 14 publications

(10 citation statements)

References 15 publications

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“…In order to increase the performance of students, the nature and The extent to which mathematics teachers understand the role of HOTS in learning and applying mathematics is emerging to be an issue. Hinde and Perry (2007) commented that teacher in general tended to associate cognitive skills with the school's curriculum, with limited attention to the role of these skills in facilitating students' thinking and learning within particular subject. Further, teachers have limited opportunities to engage in activities with the students that will support the development of high order cognitive abilities (Ewing, Foster & Whittington, 2011).…”

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confidence: 99%

The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks

Tajudin¹,

Chinnappan²

2016

INT J INSTRUCTION

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Students' performances in TIMSS have featured strongly in recent discussions and debates about the quality of mathematical learning outcomes both from teachers and policy makers. Findings of TIMSS trends showed that most high school students in Malaysia continue to perform at less than satisfactory levels, particularly, in tasks that are cognitively demanding. In this article, we present a critical analysis of selected TIMSS Tasks and demonstrate how to support students better in the use of Higher Order Thinking Skills (HOTS) in making progress with such tasks. In so doing we present analyses of TIMSS tasks and a model of these tasks that relate HOTS, representation and concepts which can be utilised by teachers to understand the role of HOTS better in empowering students shift to higher levels of cognitive funtioning in the context of tackling TIMSS and similarly demanding tasks. Our analyses and model provide an important starting point for the design of future professional development programs for Malaysian mathematics teachers in reconceptualising HOTS and implementing them in regular classrooms.Key Words: thinking skills, problem solving, mathematics, TIMSS Tasks, teacher, level of cognition, representation INTRODUCTIONStudents' mathematics achievement is often associated with the future economic power and competitiveness of a country. Therefore, the desire to understand and identify factors that may have meaningful and consistent relationships with mathematics achievement has been shared among national policy makers and educators around the world. Today, it is widely accepted that the main purpose of educational systems is to teach students how to apply mathematics in a range of contexts. Higher Order Thinking Skills [HOTS], such as logical thinking, critical thinking and reasoning skills are the basic skills for daily life, apart from the academic achievements in the schools (Marshall & Horton, 2011). In order to increase the performance of students, the nature and The extent to which mathematics teachers understand the role of HOTS in learning and applying mathematics is emerging to be an issue. Hinde and Perry (2007) commented that teacher in general tended to associate cognitive skills with the school's curriculum, with limited attention to the role of these skills in facilitating students' thinking and learning within particular subject. Further, teachers have limited opportunities to engage in activities with the students that will support the development of high order cognitive abilities (Ewing, Foster & Whittington, 2011). The ability to integrate HOTS in mathematics can be hampered by a number of factors including teacher's limited knowledge of HOTS (Brookhart, 2010;Collins, 2014;Harpster, 1999).Trends in International Mathematics and Science Study [TIMSS] and Programme of International Student Assessment [PISA] are two large-scale international comparative achievement studies that assess students' performances in mathematics. The pattern of results in TIMSS and PISA has revealed a marked declin...

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confidence: 99%

The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks

Tajudin¹,

Chinnappan²

2016

INT J INSTRUCTION

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“…Teachers must be aware of the students' cognitive development levels in order to decide the content of instruction and design effective learning environments (Hinde & Perry, 2007). In addition, teaching carried out in the classroom by the teachers must make contributions to the students' development of higher level thinking skills.…”

Section: Piaget's Cognitive Development Theorymentioning

confidence: 99%

“…Some aspects of Piaget's cognitive development theory are criticized. However, Piaget's theory is frequently used to assess and develop the student's cognitive skills in the 20 th century (Endler & Bond, 2008;Gray, 1978;Hinde & Perry, 2007).…”

Section: Piaget's Cognitive Development Theorymentioning

confidence: 99%

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

Çìl¹,

Çepni²

2014

IES

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International examination results have already influenced many countries to make radical reforms in education system. According to these results countries have been categorized as high, middle and low achievement in education. Turkey has also taken these results into consideration quite seriously and started to investigate to what extent there are similarities among the nationwide examination questions and the international examination questions. This paper presents the findings obtained from the analysis of intended and attained curriculum in Turkish science context. Secondly, the paper analyses Level Determination Examination science questions according to Piaget cognitive development theory. Finally, the paper discusses the differences and similarities between the science questions in Level Determination Examination and Program for International Students Assessment. The results reveal that most Turkish students could not attain learning outcomes in intended curriculum. Level Determination Examination science questions are usually compatible with formal operational abilities of Piaget's theory of cognitive development and they are highly similar with the questions of Program for International Students Assessment.

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“…Social studies are helping secondary learners gain a greater understanding of future decision-making (Hinde & Perry, 2007). There are explanations that students learn to study social studies to develop a better understanding of the world and use critical thinking to find solutions and to be responsive to circumstances that are difficult (Khan & Inamullah, 2011).…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

Muhammad

2020

JSE

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This study examined social studies teachers’ attitudes towards critical thinking as a dimension of constructive learning. The purpose of this study was indeed to develop a better understanding of the use of instructional approaches by experienced teachers to enhance critical thinking skills and improve student learning of social studies. The study was conducted in the city of Erbil in Iraqi Kurdistan with 20 experienced social studies teachers in 8 public secondary schools. Qualitative approach was preferred for this study. The interview with each of the 20 teachers was conducted individually and their social studies classes are observed separately. The results of this study revealed that teachers have little knowledge and understanding of instructional strategies that foster critical thinking. The teachers believed that students can benefit from using self-learning, self-assessment, involving in peer learning, meaningful and reasonable response process and express curiosity through questioning how and why. This study also explored some obstacles when teachers practice instructional strategies that enhance critical thinking in learning social studies.

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Elementary Teachers’ Application of Jean Piaget’s Theories of Cognitive Development during Social Studies Curriculum Debates in Arizona

Cited by 14 publications

References 15 publications

The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks

The Link between Higher Order Thinking Skills, Representation and Concepts in Enhancing TIMSS Tasks

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

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