Constructive-developmental theory, with its emphasis on epistemology and cognitive complexity, explicitly links learning and developmental growth. One model, which identifies five shifts in perception throughout the life span, describes some of higher education's values and objectives. The theory offers a promising direction for student evaluation…

This paper discusses the implications of Piaget's theory to science education. The first section of the paper, "What Science Teachers Need To Know: Scientific Knowledge and Its Source," describes three sources of students' knowledge and corresponding educational practices. The second section, "Functions of Intelligence," discusses the concept of…

Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Maintains that a major theme in Lev Vygotsky's later research was concept formation or conceptual development in child development. States that Vygotsky argued that the acquisition of mature academic concepts forms the crowning achievement of adolescence. Argues that the view raises a number of criticisms. (CFR)

Discusses the idea of narrative being central to all human experience. Asserts that Piagetian theory and other developmental approaches limit the place of art in early childhood education. Recommends exposing young children to folk art and music that represent significant cultural traits. (CFR)