Symbolic objects are cognitive tools children must learn to master very early in life. A crucial factor in cognitive development is the instruction or informational support children receive in social contexts. While numerous studies have investigated the relation between instruction and development in various domains, like language or symbolic…

Federal attention is focused currently on investing and improving the quality of early childhood education, so that children's potential and talent development can be used as a natural resource for the future of our country. This article engages readers in transitioning their thinking about early childhood gifted education from a traditional…

A map-drawing task was used to test the effects of (1) presenting instruction at a cognitive level higher than that at which most of the students in the study were operating and of (2) presenting instruction to groups of students of differing cognitive levels. Subjects were 63 fifth grade students. (JMB)

Cites ways by which increased technology and advanced industrialization have led to decreased mental demands on most people. Views the teaching of science as an area in which appeasements must not be made. (CP)

Describes instructional techniques derived from the Piagetian tests for determining the stage of cognitive development of a child. Examines the principle of reflection and conservation of quantity. (AL)

Activities used in a British infant school are described, as well as methods for teaching mathematics to young children. The influence of the Nuffield Project on mathematics instruction is also discussed. (JP)

The focus of this discussion is on the providing of educational experiences which will help students develop skills at various levels of learning awareness. Examples of different levels and the skills associated with them are presented. (JP)

A review of 25 years of Piagetian research in intellectual growth as it pertains to the learning and understanding of mathematics and implications for teaching. (MM)

REPORTED IS THE DETERMINATION OF THE RELATIVE EFFECTIVENESS OF TWO METHODS OF INSTRUCTION IN TEACHING CLASSIFICATIONAL CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE TO ELEMENTARY SCHOOL CHILDREN. THROUGH TEACHER-DIRECTED DEMONSTRATION-DISCUSSION, STUDENTS IN GRADES 2-6 WERE INSTRUCTED IN THE CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE WITH THE…

This investigation evaluated the effectiveness of a teaching approach on the students' ability to demonstrate and retain specific behaviors of science inquiry skill in the attainment of critical thinking ability in problem-solving situations. The sample consisted of 318 first-year liberal arts, chemistry students who were assigned to three groups,…

The Piagetian operations of multiple classification, multiple attributes, seriation and reversibility were used to develop an "equilibrated methodology" to help preschool children conserve quantity. Randomly assigned experimental and control groups within morning and afternoon classes at a nursery school were used to evaluate the…

Discussed are difficulties which occur while the student is using mathematical induction as a tool to prove theorems. An appropriate approach is suggested. (MP)

SEVERAL APPROACHES FOR TEACHING BIOLOGY IN EIGHTH GRADE CLASSES WERE COMPARED FOR EFFECTIVENESS IN IMPROVING STUDENT'S CRITICAL THINKING ABILITIES, UNDERSTANDING OF SCIENCE, AND KNOWLEDGE OF MAJOR CONCEPTS AND FACTS. STUDENTS WERE RANDOMLY ASSIGNED TO THREE CLASSES, EACH TAUGHT BY A TEAM OF THREE TEACHERS. CLASS A USED A TEXTBOOK LABORATORY…

Determined was the effect of advanced organizers, as defined by Ausubel (1963), on the acquisition and retention of meaningful verbal material by elementary education majors at Purdue University. Two approaches were utilized. In one, the experimental group was exposed to an 800-word organizer on two occasions prior to the study of the learning…