Piaget's theory of cognitive development : a review

Sanghvi, Pia

doi:10.30877/ijmh.7.2.2020.90-96

Cited by 10 publications

(6 citation statements)

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“…They can concentrate on various aspects of a stimulus, a skill recognized as 'decentering.' As concrete operations take effect, children grasp the concept of 'reversibility' [13].…”

Section: B Jean Piaget's Cognitive Development Theorymentioning

confidence: 99%

A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens

Sri Utami

2024

jes

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The digitalization has revolutionized the education sector by integrating technology and bringing about significant changes. Computational Thinking (CT), an indispensable skill for the 21st century, has now become an integral part of school curricula in several countries worldwide. Focused on enhancing CT skills, programming education, especially through Scratch, Scratch simplifies programming concepts, making it suitable for elementary school children aged 7 to 11 years. Aligned with Piaget's concrete operational stage, emphasizing organized and rational thinking. Hence, this study aims to delve deeper into how Scratch programming education can meet the cognitive developmental needs of children in this phase. The research methodology used is a literature review, employing data from textbooks, journals, scholarly articles, and literature reviews that contain concepts central to the research focus. The data analysis involves collecting relevant research findings, organizing, and systematically recording information. The results indicate that Scratch not only provides a platform for learning programming but also supports the development of concrete operational cognitive skills taught in Piaget's theory. Through creativity in designing Scratch projects, children can apply and strengthen their understanding of concepts such as seriation, classification, reversibility, conservation, and the elimination of egocentrism. But, it's essential to consider an approach tailored to the developmental characteristics of children when designing programming education at the elementary level. This study is expected to provide concise guidance for educators and policymakers in formulating programming education that optimally fosters cognitive development in elementary school children.

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“…They can concentrate on various aspects of a stimulus, a skill recognized as 'decentering.' As concrete operations take effect, children grasp the concept of 'reversibility' [13].…”

Section: B Jean Piaget's Cognitive Development Theorymentioning

confidence: 99%

A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens

Sri Utami

2024

jes

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“…Body Schema, or kinetic awareness is most obvious in the mastery of the keyboard and accessing individual features from a program's menu presented by icons and drop-down box features. And decentering is the ability of the learner to consider multiple aspects of any situation (Sanghvi, 2020;Supratman, 2019). Piaget argues that learning formal operations is a cumulative process for the learner, which occurs over the lifespan, but can serve as broad guides to cognitive development (Feldman, 2004).…”

Section: Piaget and Vygotskymentioning

confidence: 99%

Polanyi and the Revised Taxonomy: Teaching Technology for High-Level Creative Thinking and Risk Taking

Vaux

Moore

Nordhues³

2022

IJTE

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This paper presents a model for mastery learning. The framework for this model overlays the cognitive and knowledge dimensions from Krathwohl’s revision of Bloom’s Taxonomy, the Revised Taxonomy, with Polanyi's theory of personal knowledge. A simplified framework integrates Polanyi's concepts of subsidiary and focal awareness with the Revised Taxonomy levels of knowledge acquisition to form a new model consisting of two dynamic parts: base thought and elevated thought. The base/elevated thought framework serves as a model for mastery learning with regards to the usefulness, application, and integration of technology into the creative problem-solving process. Allocating base knowledge to other means of instruction (for example, online tutorials or flipped classroom techniques) frees up the instructor's time and allows the expert (teacher) to engage novices (students) in more direct student-instructor contextual learning requiring higher levels of cognitive thinking. While this paper proposes the use of the framework within the context of a technology-focused model, its application has potential for other learning scenarios.

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“…Piaget's theory is considered one of the most comprehensive theories regarding cognitive development [12]. According to Piaget's theory, it is typical for children to transition from the concrete-operational stage to the formal-operational stage as they reach adolescence.…”

Section: Introductionmentioning

confidence: 99%

Perspective Chapter: Self-Efficacy and Cognitive Distortion in the Learning Environment

Bradshaw

2024

Education and Human Development

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Increasing demands for educational institutions to provide reliable measures of student success and student satisfaction have accelerated the way education systems worldwide have transformed their educational missions and mandates regarding the learning environment. However, guaranteeing such measures of assurance of learning is still a challenge since there is no clear-cut definition that fully articulates the wide range of expected academic outcomes associated with the learning environment. Despite this, various studies have shown that faculty perceptions and beliefs about the learning environment can influence learners extracting meaning from their learning experiences. Although these studies have provided vital information for carving a path to the best possible education for learners, they focus only on faculty and the innate characteristics that affect student learning. They place little emphasis on the ability of students to define and achieve goals based on knowing that their own choice-making, problem-solving, self-advocacy, internal locus of control, self-awareness, and self-knowledge as dispositions to them actively learning. Consequently, this chapter explores, via an analytic literature review, the psychological and psychosocial elements underpinning the Inputs-Environment-Outcomes model of the learning environment. Particularly, it explores character education and academic performance in terms of the concepts of social competence, social perception, self-efficacy, and cognition.

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Piaget's theory of cognitive development : a review

Cited by 10 publications

References 0 publications

A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens

A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens

Polanyi and the Revised Taxonomy: Teaching Technology for High-Level Creative Thinking and Risk Taking

Perspective Chapter: Self-Efficacy and Cognitive Distortion in the Learning Environment

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