ERIC Number: ED057901
Record Type: RIE
Publication Date: 1971-Oct
Reference Count: 0
Cognitive Deep Structure and Science Teaching.
Witz, K. G.; Easley, J. A., Jr.
The methodology and theory of instruction, with special reference to science education, are discussed from the point of view of cognitive deep structure fields. Important difficulties with standard approaches are pointed out, and new avenues for the development of didactical theory are indicated. In Part I of the discussion, a conceptualization of physical deep structure is developed, and three examples are given. In Part II, the role of physical deep structure in psychological development in the teaching of mathematics and science is delineated. It is believed that curricula should be developed upwards, utilizing what children demonstrate as their own way of thinking and own ideas about interesting phonema, rather than downwards from preconceived objectives based on traditional paradigms, including systems of operations. It is suggested that the approach to curriculum planning should be one that respects the natural processes of the child. (DB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Piaget (Jean)
Note: Paper presented at Conference on Operations and Didactics (Centre de Recherche en Didactique, Univ. of Quebeque, Montreal, October 18-23, 1971)