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ERIC Number: ED558820
Record Type: Non-Journal
Publication Date: 2013
Pages: 196
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-8867-8
The Possible Role of Intuition in the Child's Epistemic Beliefs in the Piagetian Data Set
Bickart, John
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte
U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found that, although the participating children answered from both an intuitive and an analytical perspective, Piaget's analysis of the interviews ignored the value in the intuitive, right-brain answers; Piaget essentially stated that the children were only doing valuable thinking when they were analytical and logical. Using other comparable re-analysis as the yardstick, this study extended Piaget's original interpretations. Implications for teaching and learning are also described. This study also extends a call for research into a pedagogical balance between analytic and intuitive teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A