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ERIC Number: ED179486
Record Type: Non-Journal
Publication Date: 1979
Pages: 10
Abstractor: N/A
Reference Count: N/A
Implications of Piaget's Research for the Inquiry Process of Learning.
Otto, Robert
Evaluations of the relationship of curriculum programs to Jean Piaget's developmental psychology theory are reviewed. These programs include Science Curriculum Improvement Study (SCIS), Man: A Course of Study (MACOS), Family of Man (FOM), and Social Encounter and Research Curriculum for Humanization (SEARCH). Piagetian based research results are also included. Results of the SCIS study indicate that the curriculum is superior for developing the processes of scientific investigation, and that SCIS students are more diverse, creative, and show greater gains in reading, mathematics, and social studies than control groups. MACOS results show that students retain a significant amount of information, boy/girl differences associated with achievement disappear, group participation and interaction increase, and positive change in teaching style occurs. FOM results indicate a strong relationship between concrete, manipulative materials for children, and increased pupil achievement. Research examining the relationship between social studies instruction and Piagetian theory found that elementary social studies programs should focus on the cognitive stages of concrete operations, materials should be concrete objects, that a discovery approach is best, and that group discussions improve thinking. The author states that the SEARCH project may be the innovative curricular program that applies Piagetian thought to social studies. Also, social studies education would benefit from Piagetian based research by development of curriculum, Piagetian-based methods texts for preservice and inservice teacher education, and a concentrated effort to relate Piaget's psychology to learning. (Author)
Publication Type: Reports - Evaluative; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Western Kentucky Univ., Bowling Green.