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ERIC Number: ED080937
Record Type: Non-Journal
Publication Date: 1972
Pages: 153
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Piaget's Theory of the Development of Concrete Logical Thinking: Implications for the Elementary Curriculum.
Newby, Maybelle Reid
The intent of this study was to discern implications for elementary curriculum inherent in Piaget's theory of the development of concrete logical thinking. Five generalizations regarding concrete operational thinking were used as a basis for discussing the implications of Piaget's theory for an elementary curriculum. Implications focused on operational thinking, learner participation, and social involvement. Further clarification of these implications was attempted through their application to a subject-centered grade school curriculum. Attention was given to alterations in the goal; learning experiences provided in mathematics, science, reading and the language arts, and social studies; and means of evaluation that would be required to make a conventional school curriculum consonant with Piaget's theory and research. It was determined that schools must: (1) recognize each child as the individual constructor of his thinking processes; (2) pace work in accordance with individual student development; (3) evaluate the quality of thinking as well as the quality of data mastered; (4) provide many concrete objects for manipulation and tasks for student inquiry; and (5) encourage social interaction. (Author/WR)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-10,948, MFilm $4.00 Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A