Öz
Bu çalışmanın temel amacı Piaget’nin bilişsel gelişime ilişkin
kuramsal yaklaşımına yöneltilen eleştirilere karşılık ortaya çıkan ve kuramın
zayıf yönlerini gidermeyi hedefleyen Yeni Piagetcilerin önermelerini derlemektir.
Bu kapsamda Piaget’nin bilişsel gelişime ilişkin yaklaşımı ile Yeni
Piagetcilerin bakış açısı arasındaki benzerlik ve farklılıkları ortaya koymak
ve yeni Piagetcilerin yaptıkları araştırmaların eğitim ortamları için
doğurgularını yansıtmak bu çalışmanın amaçları arasındadır. Bu çalışma
dahilinde bir evre kuramcısı olan Piaget’nin doğumdan ölüme kadar bireyin
geçtiği bilişsel gelişim aşamaları gibi en çok öne çıkan önermelerine gelen
eleştirilere Robbie Case, Juan Pascual-Leone ve Andreas Dimitrou gibi Yeni Piagetcilerin getirdiği
yeni yaklaşım ele alınmakta ve bu kuramcıların gelişim ve eğitim psikolojisi
açısından değerli katkıları tartışılmaktatır. Yeni Piagetcilerin çalışmaları
çocuklarla çalışan eğitmenlerin eğitim programlarını düzenleme aşamasında
değerli katkılar sağladığı kadar öğrencilerin değerlendirilmesine yönelik
araçların geliştirilmesi aşamasında da önemli veriler sunmaktadır. Ayrıca
öğrenmenin nasıl daha etkili bir şekilde gerçekleşebileceğine dair bilgi
sağlamaları ve özel eğitim gerektiren durumlardaki öğrenmeye dair açıklamalar
getirmeleri açısından da oldukça önemlidir.
Anahtar Kelimeler
Yeni Piagetciler bilişsel gelişim evreler Case Pascual-Leone Dimitrou
Kaynakça
- Case, R. (1984). The process of stage transition: a neo-Piagetian view. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 19-44). New York: Freeman.
- Case, R. (1985). Intellectual development. Birth to adulthood. New York: Academic Press.
- Case, R. (1992). Neo-piagetian theories of intellectual development. In H. Beilin and P. B. Pufall (Eds.), Piaget’s theory: prospects and possibilities (pp. 61-107). Hillsdale, NJ: Lawrence Erlbaum.
- Case, R. (1993). Theories of Learning and Theories of Development. Educational Psychologist, 28 (3), 219- 233.
- Case, R., Demetriou, A., Platsdiou, M., Kazi, S. (2001). Integrating concepts and tests of intelligence from the differential and the development traditions. Intelligence, 29, 307-336.
- Case, R. and Okamoto, Y. (1996). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61 (1-2), Serial No. 246.
- Demetriou, A. and Efklides, A. (1985). Structure and sequence of formal and postformal thought: General patterns and individual differences. Child Development, 56, 1062- 1091.
- Demetriou, A. and Efklides, A. (1987). Experiential Structuralism and Neo-Piagetian Theories: Toward an Integrated Model. International Journal of Psychology, 22, 679- 728.
- Demetriou, A., Efklides, A. and Platsidou, M. (1993). The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories. Monographs of the Society for Research in Child Development, 58 (5-6), Serial 234.
- Demetriou, A., Spanoudis, G. and Mouyi, A. (2010). A Three-Level Model of the Developing Mind: Functional and Neuronal Substantiation and Educational Implications. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 9- 48). New York: Springer.
- Feldman, D. H. (2004). Piaget’s stages: the unfinished symphony of cognitive development. New Ideas In Psychology, 22, 175- 231.
- Ferrari, M. and Vuletic, L. (2010). Development and Its Relation to Mind, Brain, and Education: Continuing the Work of Robbie Case. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 327- 347). New York: Springer.
- Fischer, K. W. (1980). A Theory of cognitive development: the control and construction of hierarchies of skills. Psychological Review, 87, 477- 531.
- Laurenço, O. and Machado, A. (1996). In Defence of Piaget’s Theory: A Reply to 10 Common Criticisms. Psychological Review, 103 (1), 143- 164.
- Lewis, M. D. and Granic, I. (2010). Phases of Social-Emotional Development from Birth to School Age. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 179-212). New York: Springer.
- Okamoto, Y. (2010). Children’s developing understanding of number: Mind, Brain, and Culture. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 129- 148). New York: Springer.
- Pascual- Leone, J. (1987). Organismic Processes for Neo-Piagetian Theories: A Dialectical Causal Account of Cognitive Development. International Journal of Psychology, 22, 531-570.
- Pascual-Leone, J. and Johnson, J. (2011). A developmental theory of mental attention. Its Application to Measurement and Task Analysis. In P. Barrouillet and V. Gaillard (Eds.) Cognitive Development and Working Memory. A Dialogue Between Neo-Piagetian Theories and Cognitive Approaches (pp. 13-45). New York: Psychology Press.
- Pascual- Leone, J., Johnson, J. and Agostino, A. (2010). Mental Attention, Multiplicative Structures, and the Causal Problems of Cognitive Development. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 49- 82). New York: Springer.
- Piaget, J. (1970). Piaget’s Theory. In P. H. Mussen (Ed.). Carmicheal’s Handbook of child development (pp. 703- 732). New York: Wiley.
- Piaget, J. (1975). The development of thought: equilibration of cognitive structures. New York: Viking Press.
- Siegler, R. S. and Munakata, Y. (1993). Beyond the immaculate transition: advances in the understanding of change. Society for Research in Child Development Newsletter, 36 (3), 10- 13.
Öz
The main objective of this study is to provide a
review on the postulates of Neo-Piagetian theorists who provided answers to the
criticism aimed at the theoretical perspective of Piaget in terms of cognitive
development as they worked to eliminate the weaknesses associated with that
theory. This study includes the perspectives of Neo- Piagetian theorists such
as Robbie Case, Juan Pascual-Leone and Andreas Dimitrou as they came up with
their ways of making up for the criticism aimed at the basic elements of
Piaget’s theory of cognitive development. Besides, it discusses the
contribution of these theorists to developmental and educational psychology.
The studies conducted by Neo-Piagetian theorists not only offers favourable
solutions for the educators while preparing training programs for children, but
also provides valuable data for the development of assessment tools for
students. They are also of high importance in that they provide information
about the way a more effective learning is performed and elucidate the learning
process in cases where special education is necessary.
Anahtar Kelimeler
Neo-Piagetian cognitive development stages Case Pascual-Leone Dimitrou
Kaynakça
- Case, R. (1984). The process of stage transition: a neo-Piagetian view. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 19-44). New York: Freeman.
- Case, R. (1985). Intellectual development. Birth to adulthood. New York: Academic Press.
- Case, R. (1992). Neo-piagetian theories of intellectual development. In H. Beilin and P. B. Pufall (Eds.), Piaget’s theory: prospects and possibilities (pp. 61-107). Hillsdale, NJ: Lawrence Erlbaum.
- Case, R. (1993). Theories of Learning and Theories of Development. Educational Psychologist, 28 (3), 219- 233.
- Case, R., Demetriou, A., Platsdiou, M., Kazi, S. (2001). Integrating concepts and tests of intelligence from the differential and the development traditions. Intelligence, 29, 307-336.
- Case, R. and Okamoto, Y. (1996). The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61 (1-2), Serial No. 246.
- Demetriou, A. and Efklides, A. (1985). Structure and sequence of formal and postformal thought: General patterns and individual differences. Child Development, 56, 1062- 1091.
- Demetriou, A. and Efklides, A. (1987). Experiential Structuralism and Neo-Piagetian Theories: Toward an Integrated Model. International Journal of Psychology, 22, 679- 728.
- Demetriou, A., Efklides, A. and Platsidou, M. (1993). The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories. Monographs of the Society for Research in Child Development, 58 (5-6), Serial 234.
- Demetriou, A., Spanoudis, G. and Mouyi, A. (2010). A Three-Level Model of the Developing Mind: Functional and Neuronal Substantiation and Educational Implications. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 9- 48). New York: Springer.
- Feldman, D. H. (2004). Piaget’s stages: the unfinished symphony of cognitive development. New Ideas In Psychology, 22, 175- 231.
- Ferrari, M. and Vuletic, L. (2010). Development and Its Relation to Mind, Brain, and Education: Continuing the Work of Robbie Case. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 327- 347). New York: Springer.
- Fischer, K. W. (1980). A Theory of cognitive development: the control and construction of hierarchies of skills. Psychological Review, 87, 477- 531.
- Laurenço, O. and Machado, A. (1996). In Defence of Piaget’s Theory: A Reply to 10 Common Criticisms. Psychological Review, 103 (1), 143- 164.
- Lewis, M. D. and Granic, I. (2010). Phases of Social-Emotional Development from Birth to School Age. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 179-212). New York: Springer.
- Okamoto, Y. (2010). Children’s developing understanding of number: Mind, Brain, and Culture. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 129- 148). New York: Springer.
- Pascual- Leone, J. (1987). Organismic Processes for Neo-Piagetian Theories: A Dialectical Causal Account of Cognitive Development. International Journal of Psychology, 22, 531-570.
- Pascual-Leone, J. and Johnson, J. (2011). A developmental theory of mental attention. Its Application to Measurement and Task Analysis. In P. Barrouillet and V. Gaillard (Eds.) Cognitive Development and Working Memory. A Dialogue Between Neo-Piagetian Theories and Cognitive Approaches (pp. 13-45). New York: Psychology Press.
- Pascual- Leone, J., Johnson, J. and Agostino, A. (2010). Mental Attention, Multiplicative Structures, and the Causal Problems of Cognitive Development. In M. Ferrari and L. Vuletic (Eds.), Developmental Relations among Mind, Brain and Education (pp. 49- 82). New York: Springer.
- Piaget, J. (1970). Piaget’s Theory. In P. H. Mussen (Ed.). Carmicheal’s Handbook of child development (pp. 703- 732). New York: Wiley.
- Piaget, J. (1975). The development of thought: equilibration of cognitive structures. New York: Viking Press.
- Siegler, R. S. and Munakata, Y. (1993). Beyond the immaculate transition: advances in the understanding of change. Society for Research in Child Development Newsletter, 36 (3), 10- 13.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Derleme Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Ağustos 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 52 Sayı: 2 |
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Turkish Journal of Special Education Research and Practice
https://doi.org/10.37233/TRSPED.2024.0144
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