Optimal Learning in Schools--Theoretical Evidence: Part 2 Updating Piaget

Autor/in	Crossland, John
Titel	Optimal Learning in Schools--Theoretical Evidence: Part 2 Updating Piaget
Quelle	In: School Science Review, 98 (2017) 364, S.77-83 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Instruction; Neurosciences; Educational Research; Scientific Research; Cognitive Psychology; Teaching Methods; Evidence Based Practice; Piagetian Theory; Learning Processes; Cognitive Processes; Brain; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Neuroscience; Neurowissenschaften; Neurowissenschaft; Bildungsforschung; Pädagogische Forschung; Kognitive Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Gehirn
Abstract	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.] (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01