Varieties of Strategy Training in Piagetian Concept Learning

Brainerd, Charles J.

doi:10.1007/978-1-4612-5519-2_1

Cited by 2 publications

(3 citation statements)

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“…The aforementioned differences led to questions concerning the trainability of concrete-operational thinking (Brainerd, 1983). Piaget himself, emphasized the constructivist nature of cognitive development and therefore pays less importance to the influence of third persons (Marchand, 2012).…”

Section: Concrete-operational Thinkingmentioning

confidence: 99%

“…In contrast to this, more recent research highlights the importance of interaction between child and educators for developing cognitive competencies (Vygotskij and Cole, 1981;Fischer and Bidell, 2007). In this sense, when it comes to promoting the ability to solve concrete operational tasks, instructing the use of specific strategies has proven to be a successful means (Brainerd, 1983).…”

Section: Concrete-operational Thinkingmentioning

confidence: 99%

“…Previous research has therefore addressed the question of the trainability of concrete-operational thinking by instructing cognitive strategies (Brainerd, 1983). However, insights in the involved problem-solving processes are a prerequisite for designing such strategy instruction.…”

Section: Strategy Usementioning

confidence: 99%

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The Association of Strategy Use and Concrete-Operational Thinking in Primary School

Börnert-Ringleb

Wilbert

2018

Front. Educ.

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Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first-and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.

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Section: Concrete-operational Thinkingmentioning

confidence: 99%

Section: Concrete-operational Thinkingmentioning

confidence: 99%