ABSTRACT
Educationalists espoused Piaget's theory of cognitive development with enthusiasm in the late 1960's. Since then however, Piaget's models have been widely criticised and have fallen out of favour. The Neo-Piagetians, as they have been dubbed, attempt to preserve the best of traditional Piagetian ideas and combine them with the results of recent empirical research. In this collection, an international array of the world's leading scholars show how new research and diverse research traditions can be reconciled with many of Piaget's models to provide useful insights into many of the problems faced by researchers in educational settings.
TABLE OF CONTENTS
part |1 pages
Part I General principles of cognitive organization and change and implications for education
chapter 4|15 pages
Social organization of cognitive development
part |1 pages
Part II Inducing cognitive change
chapter 9|21 pages
Training scientific reasoning in children and adolescents
part |1 pages
Part III Applications in specific domains