Literaturnachweis - Detailanzeige
| Autor/in | PALMER, EDWARD L. |
|---|---|
| Institution | Florida State Univ., Tallahassee. |
| Titel | HOW ELEMENTARY SCHOOL CHILDREN RESOLVE EXPERIMENTALLY PRODUCED CONFLICTS IN THINKING. |
| Quelle | (1966), (77 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Ability; Cognitive Development; Cognitive Processes; Concept Formation; Critical Thinking; Educational Technology; Elementary School Students; Imagination; Learning Experience; Learning Processes; Remedial Instruction; Florida |
| Abstract | AN INVESTIGATION WAS UNDERTAKEN TO EXPLORE THE INSTRUCTIONAL IMPLICATIONS OF JEAN PIAGET'S POSITION ON EQUILIBRATION. ONE PURPOSE WAS TO TEST THE GENERAL HYPOTHESIS THAT THE MISCONCEPTIONS OF CHILDREN, WHEN DISPLACED BY EVIDENCE CONTRARY TO THE MISCONCEPTIONS, GIVE RISE TO COGNITIVE CONFLICTS. THE RESULTS, IN GENERAL, CONFIRM THIS HYPOTHESIS. A SECOND PURPOSE WAS TO EXPLORE THE MEANS BY WHICH COGNITIVE CONFLICTS ARE PRODUCED. IN THIS REGARD, EMPHASIS WAS ON TECHNIQUES READILY ADAPTABLE TO THE INSTRUCTIONAL SITUATION. FEIGNED SURPRISE WAS SUCH TECHNIQUE WHICH PROVED EFFECTIVE. ONE OF THE MORE STRIKING OUTCOMES OF THE STUDY WAS THE EXTENT TO WHICH BOYS OUTPERFORMED GIRLS IN CONSTRUCTIVELY RESOLVING COGNITIVE CONFLICTS. A SECOND PHASE OF THE STUDY WAS LARGELY EXPLORATORY. IT FOCUSED ON THE IDENTIFICATION OF NONCONSTRUCTIVE FORMS OF CONFLICT RESOLUTION AMONG CHILDREN. (JC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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