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ERIC Number: ED164495
Record Type: RIE
Publication Date: 1978
Pages: 12
Abstractor: N/A
Reference Count: 0
Adolescent Thought: Curriculum Implications.
Phillips, Beverly
Cognitive development as it progresses from concrete to abstract thinking is discussed as it relates to adolescent youth and the early secondary curriculum. Piagetian tests administered to a group of freshman and sophomore high school students revealed that many had difficulty with those scholastic activities requiring formal reasoning. Three curriculum areas--algebra, English, and history--are examined as subjects in which these students need the abstract reasoning powers they lack. It is emphasized that teachers must understand the processes involved in moving a student to the formal operational stage of thinking. Maturation, social interaction, experience, and equilibration are identified as factors facilitating this development. The implications for secondary education are pointed out, and recommendations are made for developing a curriculum that will provide an opportunity for this necessary cognitive growth. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A