Piaget ou l'intelligence en marche

Montangero, Jacques; Maurice-Naville, Danielle

doi:10.3917/mard.monta.2019.01

Cited by 10 publications

(8 citation statements)

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“…Les repères biographiques cités ne sont pas ceux auxquels les assidus de Piaget sont habitués, mais ils permettent de mieux comprendre l'oeuvre piagétienne. Par ailleurs, les auteurs fournissent un lexique de notions piagétiennes pertinentes pour l'utilisateur de l'UDN-II en dépit des cinq guides de lecture publiés à ce jour pour comprendre la pensée de Piaget : Dictionnaire d'épistémologie génétique (Battro, 1966), Lire Piaget (Droz & Rahmy, 1972), Pour comprendre Piaget (Dolle, 1974), Lexique de la psychologie du développement de Jean Piaget (Legendre-Bergeron, 1980), Piaget ou l'intelligence en marche (Montangero & Maurice-Naville, 1994).…”

Section: Les Sources De L'udn-iiunclassified

Meljac, C., & Lemmel, G. (2007). Observer et comprendre la pensée de l’enfant avec l’UDN-II. Paris : Dunod

Larivée¹

2023

psyedu

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Section: Les Sources De L'udn-iiunclassified

Meljac, C., & Lemmel, G. (2007). Observer et comprendre la pensée de l’enfant avec l’UDN-II. Paris : Dunod

Larivée¹

2023

psyedu

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“…Para Piaget, a vida social é importante para o sujeito "tomar consciência do funcionamento do espírito e para transformar, assim, em normas propriamente ditas, os simples equilíbrios funcionais imanentes a toda atividade mental ou mesmo vital" (Piaget, 1994, p.297). O epistemólogo suíço considera o termo "tomada de consciência" como sinônimo de "reflexão" (Montangero;Maurice-Naville, 1998, p.96). A tomada de consciência ainda é "uma reconstrução, e, portanto, uma construção original sobrepondo-se às construções devidas à ação" (Piaget, 1994, p.141) Além da tomada de consciência da condição histórica e política (Freire, 1980), é importante despertar para a aprendizagem continuada (Valente, 2001), para os sistemas de mídias e de consumo (Buckingham, 2008a).…”

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No jardim dos letramentos

Maia¹

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“…Concomitantemente, elucida a extensão dos conhecimentos em direção à tomada de consciência, à abertura para novos possíveis e à generalização (MONTANGERO e NAVILLE, 1998).…”

Section: Introductionunclassified

“…acontecimentos cada vez mais distantes no tempo e no espaço(PIAGET, 1964(PIAGET, /1994.Assim como acontece com a tese que defende de que desenvolvimento e aprendizagem, são frutos de um sistema de construção que perdura toda uma vida, a teoria de Jean Piaget também é resultante de um processo lento e laborioso e, que atravessou quatro grandes períodos(MONTANGERO e NAVILLE, 1998).O primeiro período de suas pesquisas teve início nos anos 20 e se estendeu até aproximadamente o começo dos anos 30, durante os quais realizou importantes descobertas sobre a construção dos conhecimentos na criança. Neste contexto, sua obra descreve minuciosamente as condutas das crianças detalhadas nos aspectos lógicos, psicológicos, sociais e biológicos.De 1930 até aproximadamente 1945, teve início o segundo grande período de suas pesquisas, em que Piaget recorre ao conceito de adaptação biológica para explicar a formação dos conhecimentos.…”

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As relações entre abstração reflexiva e condutas de escolares no jogo Hora do Rush

Dalfré¹,

Brenelli²

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Based on the Epistemology and Psychology Genetic Jean Piaget, the present study aimed to characterize the conduct of gaming in school the 5th, 7th and 9th grades of elementary school, analyze the mistakes made by the students, to identify the levels of reflective abstraction and relate reflective abstraction levels to conduct gaming. Participants were thirty students in the public schools, respectively 10 students in the 5th , 7th and 9th grades of elementary school. The selection of participants was obtained through random draw. The procedure for data collection featured four individual meetings that were used in the Proof of Abstractions from actions Displacements and their Coordinators and the game Rush Hour. The data were analyzed qualitatively and quantitatively. When considering the successful solution of the letters of challenge with the minimum number of shifts, significant differences were found between the proportion of the same ten cards. With respect to the conduct of gaming, we find four levels of conduct (I , IIA , IIB and III ) is that most of our students had the level II of conduct. The errors we found seven types of them among our participants and, more specifically, three of them were statistically more significant. Relating the errors and conduct the game, we found that game more evolved behaviors are directly related to fewer mistakes. The test of Tukey multiple comparisons indicated that the error rate was significantly higher for the level of gaming behavior IIA, as well as the participants of the 5th year made more errors when compared to participants in the 9th grade. To characterize the levels of reflective abstraction, found in all four school levels described (I , IIA , IIB and III ). Relate to the conduct of play and levels of reflective abstraction, quantitatively not configured a significant association ( chi-square test ), however, the statistical test results was evaluated with caution and qualitatively observe an evolution that follows in parallel and indicates that as the level progresses from reflexive abstraction , also advances the level of gaming behavior. These data allowed us to infer that in order to succeed with the minimum number of letters offsets the challenge of the game Rush Hour no need of reasoning surgery. The implications psycho, this study may constitute a resource to know "how" guys play Rush Hour and how to pass a level of gaming behavior most basic to a more evolved. Furthermore, the procedures used for the collection and analysis of data can serve as a benchmark for future studies and for the practice of psycho interventions.

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Piaget ou l'intelligence en marche

Cited by 10 publications

References 0 publications

Meljac, C., & Lemmel, G. (2007). Observer et comprendre la pensée de l’enfant avec l’UDN-II. Paris : Dunod

Meljac, C., & Lemmel, G. (2007). Observer et comprendre la pensée de l’enfant avec l’UDN-II. Paris : Dunod

No jardim dos letramentos

As relações entre abstração reflexiva e condutas de escolares no jogo Hora do Rush

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