Piaget's Theory and Specific Instruction [electronic resource] : A Response to Bereiter and Kohlberg / Constance Kamii.
Specific instruction refers to the teacher's knowing (a) what to teach and when, (b) what not to teach and why, and (c) when to let the preoperational child be "wrong." This paper is in agreement with Bereiter's criticism of Kohlberg's conclusion against specific instruction...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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| Summary: | Specific instruction refers to the teacher's knowing (a) what to teach and when, (b) what not to teach and why, and (c) when to let the preoperational child be "wrong." This paper is in agreement with Bereiter's criticism of Kohlberg's conclusion against specific instruction but suggests that Bereiter's argument should be developed into a guide useful for actual teaching. A detailed discussion follows of specific instruction as it is related to Piaget's three areas of knowledge, (social, physical, and logico-mathematical) to development, and to theories of learning. It is argued that instruction can be more specific in some ways, as in the teaching of social knowledge, and in the structuring of cognitive processes that will eventually result in logical thinking. Piagetian principles of learning seem to indicate that teaching must take into account the preoperational child's total cognitive structure even when the content and strategy of teaching are specific. [Not available in hard copy due to marginal legibility of original document.] (Author/NH) |
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| Item Description: | ERIC Document Number: ED038164. Sponsoring Agency: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. ERIC Note: Paper written for publication in "Interchange: A Journal of Educational Studies," 1970, Vol. 1 (Published by the Ontario Institute for Studies in Education). |
| Physical Description: | 21 p. |