• Students will be able to define cognitive structures and identify and describe the mechanisms responsible for the development of our cognitive structures according to Piaget.
• Defnie the concepts of content and schemes in Piaget's theory
• Identify and describe the achievements of Piaget's four stages of cognitive development and the approximate age at which each occurs.
• Describe the features of each of Piaget's stages, including key concepts such as egocentrism, object permaneance, conservation, seriation.
• State criticisms of Piaget's theory and provide examples of limitations in educational settings.

• Piaget- just the basics please

        *One problem working on the web is that visitng a link creates a change in the color of future cases of that link.  Therefore, as in the case of the following examples, you can predict answers based on which links change colors and which do not.  To stop this so that your learning remains at its maximum- it is necessary to change the color of all links prior to you starting. Click here to change the color of all practice links.

    1) Review Karl Drunker's problem solving process described in the module on Gestalt theory.
        Compare and contrast this model with Piaget's description.

    2) Divide a sheet of paper into 4 parts, labeling each with the title of 1 stage of cognitive
        development.  Then, consider a topic that you have some experience teaching.  Consider
        how you would approach teaching this concept to students at each of Piaget's stages.
        Focus on the qualitative differences in students, not the quantitative ones.

    3) Visit The Awesome Library  or some other lesson plan site.  Choose a lesson plan or
        topic that is of interest to you.  Modify the plan's objectives and strategies so that you
        can maintain similar objectives for students at the pre-operational level, the concrete
        operational level, and the formal operational level.

Answer the following true/false questions

    a) Intelligence is considered to be adaptation to the environment

            TRUE                FALSE

    b) The adaptation and growth of biological systems provides the basis for understanding
        the development of intelligence.

            TRUE                FALSE
 

    c)  Intelligence constructs the structure that is needs in order to interact with the environment.

            TRUE                FALSE
 

    d) Knowledge is defined as the continuous interaction between the learner and the
        environment and the two cannot be separated.

            TRUE                FALSE
 

    e) Knowledge, because it is a process, is composed of only subjective elements.

            TRUE                FALSE
 

    f) The three factors essential for cognitive growth are the physical environment,
        maturation, and equilibration.

            TRUE                FALSE

By choosing "true" or "false," identify which of the following teacher activities are recommended by Piagetian theory.

    a) Demonstrating the uses of Cuisenaire rods

            TRUE                FALSE

    b) Providing counter-examples for students to consider

            TRUE                FALSE

    c) Tailoring exercises for individual children

            TRUE                FALSE

    d) Implementing open-ended prediction questions

            TRUE                FALSE
 

Match each of the following characteristics with the appropriate developmental period.

    a) Thinking becomes independent of perceptual cues
 
        Sensorimotor        Preoperational        Concrete Operational        Formal Operational

    b) Reasoning from the hypothetical to the actual stuation begins
 
        Sensorimotor        Preoperational        Concrete Operational        Formal Operational

    c) Qualitative identities (a=a) are established

        Sensorimotor        Preoperational        Concrete Operational        Formal Operational

    d) Lack of awareness of contradictory statements occurs frequently
 
        Sensorimotor        Preoperational        Concrete Operational        Formal Operational

    e) The concept of object permanence is developed
 
        Sensorimotor        Preoperational        Concrete Operational        Formal Operational

    f) Thinking about life plans begins

        Sensorimotor        Preoperational        Concrete Operational        Formal Operational

Links to Resources

• The Jean Piaget Society (be sure to check out their links to other spots).
• A few addtitional links.

Communication

E-mail the instructor

Connect to the class bulletin board

Connect to the class mail list

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