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ERIC Number: ED167534
Record Type: RIE
Publication Date: 1978-Jan-13
Reference Count: 0
Promoting Piagetian Beliefs: Theoretical Instruction vs. Inservice Experience.
Silverman, Paul S.; Pool, Kenneth W.
This study seeks to identify particular methods most likely to induce changes in philosophical beliefs of teachers compatible with a cognitive developmental teaching approach. Specifically examined were teacher's theoretical understanding in terms of epistemological beliefs consistent with either Piaget's theory of cognitive development or operant learning theory. The participants, 42 juniors entering preparation programs in elementary education and 29 experienced elementary teachers, were tested with regard to four scales: Piagetian beliefs, behavioral beliefs, belief intensity, and belief consistency. Three proposed hypotheses were verified: (1) teachers trained for one year to behave in a style consistent with Piagetian theory apparently do develop stronger beliefs in Piagetian epistemology than do preservice education majors who have taken a course in Piagetian theory; (2) while preservice education majors instructed only in Piagetian theory become less behavioristic, they do not become more Piagetian; (3) preservice education majors enrolled in an eclectic course presenting several theories, but emphasizing Piaget's, develop more Piagetian beliefs. The results are discussed in depth, and references are provided. (DS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers: Piaget (Jean)
Note: Paper presented at the Annual Meeting of the Georgia Educational Research Association (Atlanta, Georgia, January l3, l978).