Piaget's Cognitive Psychology and its Consequences for the Teaching of Science

Kubli, F

doi:10.1080/0140528790010103

Cited by 9 publications

(8 citation statements)

References 2 publications

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“…The qualitative differences between different conceptions could fit into a Piagetian developmental theory, where the cognitive stages of the subjects would explain different development of each conception according to age (Kubli, 1979). But, at least in the field of electric circuits, studies carried out on adults show the same development as school-age children (Riley, 1984), which must therefore be attributed, at least partially, to teaching.…”

Section: L Rationalementioning

confidence: 99%

Conceptions of french pupils concerning electric circuits: Structure and evolution

Dupin¹,

Johsua²

1987

J Res Sci Teach

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A wide investigation on French pupils, ranging from the start of secondary school (grade 6, 12 years old) up to the fourth year of university has enabled the effect of the teaching of conceptions of basic electricity to be evaluated. The simplest ones disappear with teaching, but other stronger Ones ("exhaustion" of current, constant current generator) resist even after many years of teaching. The authors propose the hypothesis that certain misconceptions could be produced by the very way in which pupils overcome in part the first difficulties they meet, which poses a difficult problem for physics teaching.

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Section: L Rationalementioning

confidence: 99%

Conceptions of french pupils concerning electric circuits: Structure and evolution

Dupin¹,

Johsua²

1987

J Res Sci Teach

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“…Some of the results have been published in English (Kubli 1979(Kubli , 1983, and Bakhtin's work has become an important element in this tradition. His ideas confirmed my former Plea for Stories in Science Teaching (Kubli 1998), in which I tried to show what narrative theory in general can do for science teachers.…”

Section: Implications For Science Teachingmentioning

confidence: 99%

Science Teaching as a Dialogue – Bakhtin, Vygotsky and some Applications in the Classroom

Kubli¹

2005

Sci Educ

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The theory of dialogism, developed by the Russian linguist Mikhail Bakhtin (1895-1975 with regard to literature and everyday communication, can be used to improve the teaching of science. Some of Bakhtin's conceptual instruments are helpful in analysing the teaching process, and it is interesting to compare them with former ideas about teaching and learning, especially with the points of view of other constructivists. Together with Lev Vygotsky's analysis of thought and language, Bakhtin's dialogism shows how teachers can support students effectively by addressing them as producers of a meaningful picture of the world. The differences between 'dialogic' teaching and the well-known 'Socratic' method are shown and analysed, as are Bakhtin's discussions of a 'carnivalistic' approach to the students.

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“…If, as it appears, Gag& is embracing a new psychological paradigm and the epistomology that underlies it, then there is further reason for science education researchers to become familiar with the "fourth paradigm." Novak (1977) criticized Piagetian science education researchers for disregarding the research literature that suggests that the specific information an individual possesses determines what is learned from instruction; they have also been criticized for being overly concerned with the stage components of Piaget's writings (Kubli, 1979). Bady (1978), in his insightful criticism of many of the tasks that measure Piagetian levels of operation, agrees with Novak that Piagetian researchers often downplay the role of prior knowledge in determining performance.…”

Section: Introductionmentioning

confidence: 99%

Information processing psychology: A promising paradigm for research in science teaching

Stewart

Atkin²

1982

J Res Sci Teach

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Three research paradigms, those of Ausubel, Gagné and Piaget, have received a great deal of attention in the literature of science education. In this article a fourth paradigm is presented—an information processing psychology paradigm. The article is composed of two sections. The first section describes a model of memory developed by information processing psychologists. The second section describes how such a model could be used to guide science education research on learning and problem solving.

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Piaget's Cognitive Psychology and its Consequences for the Teaching of Science

Cited by 9 publications

References 2 publications

Conceptions of french pupils concerning electric circuits: Structure and evolution

Conceptions of french pupils concerning electric circuits: Structure and evolution

Science Teaching as a Dialogue – Bakhtin, Vygotsky and some Applications in the Classroom

Information processing psychology: A promising paradigm for research in science teaching

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