ERIC Number: ED107562
Record Type: RIE
Publication Date: 1975
Reference Count: 0
The Development of Levels of Abstraction in Children's Thinking about Complex Social Problems.
Wolf, Lois C.
In order to directly relate research on children's thinking to curriculum development in the social studies, this study approximates the conditions and substances of daily classroom life and examines the levels of abstraction in children's thinking about complex social problems. The subjects include 210 boys and girls in equal numbers in grades one through seven. The students interpret four magazine photographs depicting scenes of war, poverty, old age, and destruction. The results indicate that there is a direct relationship between levels of abstraction inferred from children's explanations of social problems and the age levels of the children. These levels of abstraction and age correspond to Piaget's stages of cognitive development. There is no significant effect of sex on the level of abstraction, however, the abstraction levels differ according to the pictures. Results of this research imply a logic of curriculum development in both content and sequence which is not sufficiently applied at this time. (Author/DE)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: A paper prepared for the Annual Meeting of the American Educational Research Association (Washington, D.C., April, 1975)