Constructivism as a Model for Cognitive Development and (Eventually) Learning (Orange Juice Experiment): The Development of Proportional Reasoning in the Child and Adolescent.

Autor/in	Noelting, Gerald
Titel	Constructivism as a Model for Cognitive Development and (Eventually) Learning (Orange Juice Experiment): The Development of Proportional Reasoning in the Child and Adolescent.
Quelle	(1978), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Abstract Reasoning; Cognitive Development; Concept Formation; Developmental Stages; Educational Research; Elementary Secondary Education; Learning Theories; Logical Thinking; Mathematics Education; Rational Numbers; Ratios (Mathematics) + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Kognitive Entwicklung; Concept learning; Begriffsbildung; Bildungsforschung; Pädagogische Forschung; Learning theory; Lerntheorie; Mathematische Bildung
Abstract	This study examined the development of the rational number concept as a ratio. Preliminary to the description of the study is an introduction discussing constructivism and equilibration. The study itself tests whether equilibration theory holds, and if so, what is the nature of its "phases" and whether these are found at each of the "periods" of development. Findings include: development of the ratio concept occurs in stages which can be both chronologically and structurally differentiated and these stages can be seen as resulting from equilibration processes which can be reorganized into two distinct "periods." A detailed description of the instrument, the orange juice test, is included. (MK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01