Literaturnachweis - Detailanzeige
| Autor/in | Giles, Thomas W. |
|---|---|
| Titel | A Piagetian View of Learning Styles. |
| Quelle | (1995), (4 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Cognitive Development; Cognitive Style; Developmental Stages; Educational Strategies; Elementary Secondary Education; Evaluation; Piagetian Theory; Problem Solving; Teaching Methods |
| Abstract | Knowing how people learn and why they learn in a specific manner unlocks the mysteries of good teaching. Many learning style differences are related to Piagetian stages of cognitive development. Students' stages of cognitive development may not correspond to their ages and achievements. Piaget also found that many individuals are at different levels of cognitive development in various subject areas. This accounts for contradictions in levels of achievement across the curriculum. Most teachers are unprepared to shift attention from explicit presentations of subject matter to fostering development of abstract thinking and are reluctant to reduce or substitute content despite the implications of Piagetian research. Teachers can determine their students' learning styles by using learning style inventories that define the cognitive, affective, and physiological behaviors of individuals. Knowing how students learn can then help inform good choices by teachers of content, resources, and teaching strategies. With respect to measuring and evaluating systems, rather than emphasizing standard problem solving formats and types of problems, teachers should challenge the students with novel problems that test their understanding. Teachers can make improvements in their instruction when they teach in ways that bring about not only learning in that particular subject, but also cognitive growth. (JRH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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