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Die implikasies van die oorgang tot die formeel-operasionele denkvlak vir die onderrig van natuur- en skeikunde / Stefanus Johannes Paul du PlessisDu Plessis, Stefanus Johannes Paul January 1976 (has links)
The aim of this study was to determine whether the underachievement
of pupils in science is due to the fact that the pupils have not
reached the phase of formal thinking. The question is whether the
difference in achievement in science of pupils with the same I.Q.
can be attributed to the fact that the underachiever is on a lower
cognitive level than the better achiever.
The child in the junior secondary school phase is in or somewhere
between the phase of concrete operational thinking or phase of
formal operational thinking.
An analysis of the syllabi in the junior secondary school phase
showed that formal operational thinking is required of pupils
especially in standard 7.
In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools
in a big town. The experimental group consisted of pupils with
I.Q. ≥ 108 with low marks in science while the control group
consisted of pupils with I.Q. ≥ 108 who did well in science.
In this study 58 pupils were tested individually with 4 tests of
formal thinking namely the switches-test (an adaption of the
combinations of coloured and colourless chemical bodies-test),
equilibrium in the balance, flexibility of rods and the oscillation
of a pendulum.
A significant difference was found between the experimental and
control groups. (F = 28,84, p < 0,001).
This study proved the following:
(i) Gifted pupils in the junior secondary school phase with
poor marks in science haven't reached the level of
formal thinking to the same degree as gifted pupils with
good marks in science.
(ii) Gifted children in standard 6 who did well in science had
already reached a plateau with regard to the development
of formal thinking.
(iii) Pupils differ with regard to the level of cognitive
development regardless of having the same I.Q. and age.
The above conclusions have the following implications for
didactics: -
The curricula and syllabi must be combined in such a way that
formal thinking is not expected of the child before he is capable
of it.
Every teacher must try to individualize his teaching methods in
order to make provision for differences in the cognitive levels
of the pupils in his class. / Thesis (MEd)--PU vir CHO
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Desenvolvimento afetivo de crianças pre-escolares em classe de periodo integral e parcialAlessandrini, Elizabeth Accioly 22 December 1997 (has links)
Orientador: Orly Zucatto Mantovani de Assis / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-23T07:11:34Z (GMT). No. of bitstreams: 1
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Previous issue date: 1997 / Resumo: Este trabalho tem como objetivo comparar o desenvolvimento afetivo das crianças pré-escolares de classes de período integral com o apresentado pelas crianças frequentadoras de classes de período parcial.
Esta pesquisa se baseou teorica e experimentalmente nas concepções piagetianas sobre a afetividade e as constantes do Programa de Educação PréEscolar e de 10 Grau ( PROEPRE). A amostra pesquisada foi constituída de 38 sujeitos e suas respectivas professoras de seis turmas de pré-escola da rede pública municipal de Paulínia-S.P. Foram utilizados como procedimentos metodológicos: 1- para os sujeitos: a técnica de entrevista, baseada no Método Clínico de Jean Piaget, em que as questões versaram sobre os sentimentos interindividuais de simpatias e antipatias, os primeiros sentimentos morais e o bem-estar na escola e atividade de expressão gráfica (desenho); 2- para as professoras: aplicação de roteiros de avaliação e questionários. Os resultados demonstraram que os níveis de desenvolvimento afetivo apresentados pelas crianças das classes de período integral são qualitativamente diferentes dos apresentados pelas crianças de turmas de período parcial / Abstract: The aim of this work is to compare the affective development of pre-school children enrolled in full-time classes and the ones in part-time classes.This research was theoretical and experimentally based on the piagetian conceptions about affectivity as well as the Infantile Teaching and 1st Grade Programme (PROEPRE). Thirty-eight subjects and their teachers from six classes from a pre-school of the municipal teaching system from Paulinia -8. P., took part of this research. The methodological procedures used were: 1- with subjects: an interview based on the Clinical Method of Jean Piaget. The questions were about the interindividual feelings of likings and dislikings, the first moral feelings and the wellfare in school; a grafic representation activity (drawing); 2- with teachers: application of a schedule of evaluation and questionaries. The results showed that the affective development levels of children enrolled in full-time classes are qualitativelly different from the ones in part-time classes / Mestrado / Psicologia Educacional / Mestre em Educação
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Representação infantil e a educação pré-escolar : uma pesquisa de intervençãoCorso, Helena Vellinho January 1991 (has links)
A presente pesquisa baseou-se, em primeiro lugar, nos estudos de Piaget acerca da representação infantil. Tais estudos deixam clara a importância que o desenvolvi mento do pensamento representativo característico da criança de dois a seis anos desempenha na evolução do conhecimento como um todo. Por isso, argumenta-se no sentido de ser fundamental que as formas de representação da criança sejam valorizadas no âmbito da educação pré escolar. Em segundo lugar, foram considerados estudos recentes que, baseados na Epistemologia Genética de Pia get, apontam para a possibilidade de existir um déficit cognitivo real entre as crianças de classes populares brasileiras. Segundo estes estudos, este déficit estaria situado ao nivel da capacidade representativa dessas crianças, constatação que confere importância ainda maior a questão da valorização das formas de representaçao da criança na pré-escola Em função de tais pressupostos teÓricos, foi realiza- da uma pesquisa de intervenção com um grupo de seis crianças faveladas em idade pré-escolar. A intervenção caracterizou-se como uma linha de atuação pedagÓgica que pretendia garantir a construção da capacidade repre- sentativa das crianças atraves da valorização de suas formas de representação e de conhecimento. Longe de pre- tender ''compensar carências", o que se quis com a atuação pedagÓgica proposta foi realizar. uma instrumentalização cognitiva. Isto porque, acredita-se aqui, a pré-escola , capaz de beneficiar crianças de classes populares e aquela que, atraves do trabalho pedagÓgico que desenvolve, ins- trumentaliza seus alunos que enfrentarão a primeira serie. Aferiu-se, atraves de provas realizadas antes e de- pois da intervenção, o efeito desta Última sobre o desen- volvimento cognitivo dos sujeitos da pesquisa. Constatou- -se, em todas as crianças, um avanço cognitivo apresen- tado tanto em termos de capacidade representativa quanto em relação operatoriedade de seu pensamento. / The present research was based, first and foremost, on Piaget's studies on child representation. The important role played by the development of 2-to-6- -year-old child's typical representative thought in the whole process of the evolution of knowledge has been clearly conveyed throughout such studies. Therefore, it is being claimed here to be essential that the different forms of child representation should be strongly valued in the preschool setting. Secondly, more recent studies which, based on Piagetian Genetic Epistemology, have pointed out towards the possibility of real cognitive deficiency among brazilian lower -class children, have also been taken into consideration. According to these studies, sueh deficiency takes place at these children's representative capacity level. Being that the case, this evidence has proved to be an additional reason for considering the relevance of valuating the different forms of child representation at preschool level.Based on these two theoretical assumptions, an intervention research was carried out with six children at the age of preschooling, living in a slum. The intervention can be defined as a pedagogical praxis aiming at beneficiating the construction of representa tive capacity, by means of valuating their different forms of representation and knowledge The above mentioned approach should be understood as an attempt to develop cognitive instruments, rather than an attitude towards "compensating privations11 • It is believed here that a preschool having the power of providing benefit to lower-class children is the one which, by means of effective pedagogical work, seeks to provide cognitive instruments to the students who, later on, will attend primary school. The analysis of the results of the tests applied both before and after the intervention has shown the positive effects of such kind of approach upon the cognitive development of the subjects under consideration. Significant cognitive progression among all children has been found out, not only in relation to their representative capacity, but to their operatory capacity as well.
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A não-linearidade do pensamento em hipertexto : a consciência da complexidadeBisotto, Roberto January 1995 (has links)
Esta pesquisa estuda a questão da tomada de consciência da complexidade, do ponto de vista de referencial teórico da teoria psicogenética de Jean Piaget. Utilizou-se a tecnologia de hipertexto, que permite formalizar - com uma linguagem acessível aos neófitos em informática - desde simples estruturas hierárquicas até tecituras intertextuais complexas, polihierárquicas, que, tendem a retículo somente conceptualizável em estados de consciências de III nível. Apresentam-se, pela ordem, a contextualização, a problematização, o referencial teórico e a metodologia utilizados. Desenvolveu-se investigação empírica com metodologia qualitativa - na qual o experimento se constituiu em uma "oficina de hipertexto". Esta "oficina" constituiu-se em atividade do sujeito sobre conteúdos do seu interesse e domínio, visando formalizar um hiperdocumento. Este hiperdocumento foi estudado através de sessões de entrevistas abertas, buscando-se: a identidade entre representação gráfica da estrutura do hiperdocumento e sua própria estrutura; identificar estruturas que evidenciam a tomada de consciência progressiva das estruturações formalizadas; evidenciar se a evolução do nível de consciência torna possível ao sujeito conceituar o aspecto reticular. Concluiu-se que é possível que o sujeito conceitue a hierarquia das relações e de classe e que pode evoluir rumo a compreensão conceituada de estruturas polihierárquicas durante o processo de tomada de consciência. / This investigation studies the matter of consciousness of complexity, from the viewpoint of the Jean Piaget's theoretical framework. In order to develop it, we used hypertext technology that allows for shapping - with an accessible language to informatic neofites - from simple hierarchical structures to complex, intertextual polihierarchical webs, which can only conceptualized in the Third Grade of Consciousness. We show: contextual ization, research problematization, theoretical framework. metodology used, and analysis. Empirical investigation was developed - using qualitativa metodology -. in wich the experiment was a "Hypertext Workshop". This workshop consisted the subject's activity upon the contents of his/her own interest and domain, by the use of hypertext technology to shape the Hyperdocument. The structure of this hyperdocument was studied in an open interview session, in order to search for the identity between graphical representation of the hyperdocument structure and the hyperdocument's own structure; to identify behaviours that make evident the Consciousness Taking of the shaped structurations; to get evidence if the evolution about the evolution of Consciousness Grade, making it possible for the subject to conceptualize the possible reticular view. The conclusion shows the subject's possibility to conceptualize the hierarchy of relations and classes, and that the subject's Consciousness can evolve to the conceptualized comprehension of the polihierarchical strucutes during the Consciousess-taking process.
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Human cognitive development in the transcendental philosophy of Ṣadr al-Dîn Shîrâzî and the genetic epistemology of Jean PiagetMesbah, Ali January 1994 (has links)
Human cognitive development is a matter of interest for different disciplines among which are philosophical epistemology and cognitive psychology. Shi razi (Mulla Sadra), a Muslim philosopher, deals, among other issues, with the problem of human cognitive development through his 'Irfani -philosophical methodology on the basis of the principles of his philosophy. These principles are the principality and gradation, tashki k, of existence and substantial motion through which Shi razi relates cognitive development to the existential progress of the human being. Piaget from the Western tradition of cognitive psychology focuses his work on the problem of human cognitive development, investigating the issue through a semi-experimental methodology and interpreting his findings on the basis of the principles of genetic epistemology, namely, the analogy between cognitive and physical organisms in terms of assimilation, accommodation and equilibrium. These two perspectives are studied and compared in this thesis with respect to their underlying principles, their scopes and methodologies. Finally, a multi-disciplinary approach is proposed for the study of human cognitive development.
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Die implikasies van die oorgang tot die formeel-operasionele denkvlak vir die onderrig van natuur- en skeikunde / Stefanus Johannes Paul du PlessisDu Plessis, Stefanus Johannes Paul January 1976 (has links)
The aim of this study was to determine whether the underachievement
of pupils in science is due to the fact that the pupils have not
reached the phase of formal thinking. The question is whether the
difference in achievement in science of pupils with the same I.Q.
can be attributed to the fact that the underachiever is on a lower
cognitive level than the better achiever.
The child in the junior secondary school phase is in or somewhere
between the phase of concrete operational thinking or phase of
formal operational thinking.
An analysis of the syllabi in the junior secondary school phase
showed that formal operational thinking is required of pupils
especially in standard 7.
In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools
in a big town. The experimental group consisted of pupils with
I.Q. ≥ 108 with low marks in science while the control group
consisted of pupils with I.Q. ≥ 108 who did well in science.
In this study 58 pupils were tested individually with 4 tests of
formal thinking namely the switches-test (an adaption of the
combinations of coloured and colourless chemical bodies-test),
equilibrium in the balance, flexibility of rods and the oscillation
of a pendulum.
A significant difference was found between the experimental and
control groups. (F = 28,84, p < 0,001).
This study proved the following:
(i) Gifted pupils in the junior secondary school phase with
poor marks in science haven't reached the level of
formal thinking to the same degree as gifted pupils with
good marks in science.
(ii) Gifted children in standard 6 who did well in science had
already reached a plateau with regard to the development
of formal thinking.
(iii) Pupils differ with regard to the level of cognitive
development regardless of having the same I.Q. and age.
The above conclusions have the following implications for
didactics: -
The curricula and syllabi must be combined in such a way that
formal thinking is not expected of the child before he is capable
of it.
Every teacher must try to individualize his teaching methods in
order to make provision for differences in the cognitive levels
of the pupils in his class. / Thesis (MEd)--PU vir CHO
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Construction, implementation, and evaluation of Piagetian concrete operational learning strategies to facilitate student attainment of basic concepts in human genetics / Construction, implementation, and evaluation of Piagetian concrete operational learning strategies.Beison, Stephen Michael January 1983 (has links)
In this study, an experimental group of college honors students were given instruction via researcher-developed Piagetian concrete operational learning strategies for the purpose of assessing: (1) the effectiveness of the strategies on concept acquisition in human genetics, and (2) growth in intellectual development as a result of the students' being instructed by concrete operational learning strategies rather than lecture.Evaluation of the effectiveness of the learning strategies on human genetics concept acquisition required the construction of comprehensive and unit pre/post-tests and administration of these tests to both experimental and control group populations. A Piagetian Task Instrument was administered as a pre/post-test to selected experimental group members to assess their growth, if any, in intellectual development. In addition, the Myers-Briggs Type Indicator (MBTI) was used as a diagnostic instrument in an attempt to identify students preferring to learn via a concrete operational mode of instruction regardless of their Piagetian level of intellectual development.The comprehensive and unit pre/post-tests and the MBTI were administered for the purpose of testing the following null hypotheses: Null Hypothesis 1. There are no significant differences between themeans of the comprehensive pretest results and the comprehensive post-test results for either the experimental or control groups.NullHypothesis2.There is no significant difference between the experimental and the control groups with respect to the means of the comprehensive pre/post-test results.Null Hyothesis 3. There are no significant differences between the means of the results on the unit pretests and the unit posttests for either the experimental group or the control group.Null Hypothesis, 4. There are no significant differences between the means of the unit pre/post-test results when comparing the experimental and control groups.Null Hypothesis 5. There is no significant correlation between students preference, as indicated by a Likert scale item, for instructional method with any one or more of the indices on the Myers-Briggs Type Indicator.Results of the study led to the rejection of null hypotheses 1 and 3 at less than the .001 level. These data indicate that both concrete operational learning strategies and lecture were effective instructional methods in facilitating long-term and short-term human genetics concept acquisition.
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An assessment of intellectual development in a group of black mineworkers|Liddle, Richard Allan 22 March 2013 (has links)
The aim of this research is to investigate intellectual development of a group of Black mineworkers on a South African gold mine, in the light of their exposure to a technical industrial environment. The research was conducted within a Piagetian framework and attempts to establish:- 1. A conceptual profile which would highlight the subject's conceptual abilities in relation to job skill requirements. 2. An empirical analysis of combined Behavioural and 3. Explanatory responses to support the hypothesis that experienced Black mineworkers should perform better on the diagnostic battery than novices: the main reason for this being the contention that conceptual development is facilitated by cognitive adaptation to the demands of a selectively different technological environment. Whether the battery of Piagetian conservation tasks could be evaluated for use as conservation scales with sound statistical properties. A random sample of fifty six Black mine workers was realised and their performance indicated that:- a ) The concept of Force is not actively developed by mining. b) There was no significant difference in the performance of Novice and Experienced subjects. c) The diagnostic battery in its present form is inadequate and would have to undergo some relative modifications. d) Conceptual profiles showed that concept areas tapped were not developed past the stage of Concrete operations, and that in some instances subjects did not conserve concepts which are relevant to the occupation they were selected for on the Classification Test Battery. e) Piagetian methodology could only be selectively applied to the mining industry for purposes of selection and placement. f) Conservation scales were not realised because of anomalies found in the composition of sub-concepts in the battery. / KMBT_363 / Adobe Acrobat 9.53 Paper Capture Plug-in
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Por uma pedagogia da autonomia moral : as conexões entre as teorias da moralidade de Piaget e HabermasFávero, Alcemira Maria January 2005 (has links)
O presente estudo debruça-se sobre o problema da educação moral no contexto plural da contemporaneidade. O texto examina as relações entre desenvolvimento moral e consciência, entre consciência moral e linguagem, entre aprendizagem e a construção da personalidade moral. Procura oferecer, com base nas teorias morais de Jean Piaget e de Jurgen Habermas, pistas para que na prática pedagógica da instituição escolar haja espaço para a educação moral. A educação moral não pode mais ser compreendida como mera transmissão de valores e como orientações para uma vida virtuosa, mas entendida como um espaço onde os educandos possam participar ativamente como sujeito de sua formação moral. Através de uma prática pedagógica reflexiva e dialógica espera-se motivar os educandos a se preocuparem com as questões que dizem respeito à vida ética e que possam tomar decisões morais com responsabilidade. O texto traz também uma reconstrução das principais idéias que fundamentam as teorias morais de Piaget e Habermas a partir das obras: O juízo moral na criança e Consciência moral e agir comunicativo. O estudo realizado sobre esses autores permitiu uma reflexão sobre a possibilidade de uma pedagogia da autonomia moral, sintetizada em três idéias centrais: o desenvolvimento da consciência moral na criança em Piaget, a estrutura comunicativa da consciência moral na interpretação de Habermas e a relação entre consciência moral comunicativa e educação moral.
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Escola, complexidade e construção do conhecimentoSilva, João Alberto da January 2005 (has links)
o estudo da relação entre a complexidade do conhecimento e sua construção no ambiente escolar apóia-se na Epistemologia Genética e no paradigma da complexidade. A investigação se delineou como um estudo qualitativo, inspirado na metodologia de Estudo de Caso. O problema de pesquisa procurou indagar a repercussão da fragmentação dos conteúdos programáticos em disciplinas nos anos finais do Ensino Fundamental. Os dados foram coletados através de múltiplas fontes de evidência. Realizaram-se entrevistas, inspiradas na abordagem clínica piagetiana, com alunos e professores; - observações diretas do tipo participante como observador e análise documental. Os dados coletados indicam que as práticas escolares apresentam pressupostos epistemológicos e paradigmáticos que se apóiam no senso comum e estendem-se em métodos empiristas/aprioristas e reducionistas. O pensamento do aluno é manipulado de forma a se enquadrar ao modelo escolar. A fala é reduzida a uma mera ação prática, pois, embora exercida, o professor desconsidera a importância do diálogo. Por sua vez, os exercícios apresentam-se como dois lados de uma mesma moeda. Podem manifestar-se como promotores de técnicas empiristas, quando colocados sob a forma de repetição para a memorização. Todavia, podem se revelar como um recurso extremamente valioso quando colocam um problema, apresentam desafios e permitem a testagem de hipóteses do sujeito. Já os conteúdos programáticos visam a uma eterna diferenciação do objeto de estudo, a qual se configura como uma simples fragmentação capaz de eliminar qualquer dimensão do conhecimento enquanto totalidade. O tempo da aprendizagem acaba por se igualar com aquele que o professor gasta para expor a informação ao aluno. Isso o relega a uma posição passiva que retira o caráter de equilíbrio dinâmico do conhecimento, pois esse sempre se apresenta como um produto pronto e acabado. A escola, então, tem um desconhecimento do próprio conhecimento e o senso comum, que é empirista/apriorista no campo epistemológico, é reducionista em sua dimensão paradigmática.
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