ERIC Number: EJ1154870
Record Type: Journal
Publication Date: 2017-Mar
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Optimal Learning in Schools--Theoretical Evidence: Part 2 Updating Piaget
Crossland, John
School Science Review, v98 n364 p77-83 Mar 2017
Part 1 in this four-part series of articles discussed Piaget's theories of learning and development (Crossland, 2016). Part 2 explores how post-Piagetian researchers have addressed criticisms of Piaget's theories by linking recent evidence including that from neuroscience. The outcomes show that good teachers make a difference by implementing classroom-based optimal learning strategies. This new evidence brings Piaget's theories into the 21st century and leads to a clearer definition of optimal learning in the classroom. [For Part 1, "Optimal Learning in Schools--Theoretical Evidence: Part 1 Piaget's Theoretical Background," see EJ1154880; for Part 3, "Optimal Learning in Schools--Theoretical Evidence: Part 3 Individual Differences," see EJ1154872; and for Part 4, "Optimal Learning in Schools--Theoretical Evidence: Part 4 Metacognition," see EJ1154873.]
Descriptors: Science Instruction, Neurosciences, Educational Research, Scientific Research, Cognitive Psychology, Teaching Methods, Evidence Based Practice, Piagetian Theory, Learning Processes, Cognitive Processes, Brain, Elementary Secondary Education
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A