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ERIC Number: EJ1154870
Record Type: Journal
Publication Date: 2017-Mar
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0036-6811
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.]
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
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