Neo-piagetian Theories Of Cognitive Development

Piagetian theory was once considered capable of describing the structure of development of human thought. As a result, it generated an enthusiasm that it could direct education to develop new teaching methods, particularly in science and mathematics. However, disillusionment with Piagetian theory came rather quickly because many of its structural and developmental assumptions appeared incongruent with empirical evidence. In recent years several neo-Piagetian theories have been proposed which try to preserve the strengths of Piaget's theory, while eliminating its weaknesses. At the same time several other models have been advanced originating from different epistemological traditions, such as cognitive/differential psychology or socio-historical approaches. Neo-Piagetian Theories of Cognitive Development is unique in representing most of these theories and traditions. Specifically, the authors focus their work on the educational implications of their research.The chapters are organized in three parts: the first part presents a general model of cognitive development and discusses its implications for different aspects of education; the second part is devoted to learning and cognitive acceleration; while part three highlights teaching methods that would improve the acquisition of particular skills in specific areas. Contributors: Thomas Bidell, Harvard University, USA; Victoria Bill, University of Pittsburgh USA; John B. Biggs, University of Hong Kong; Gillian M. Bouldon-Lewis, Bisbane College of Advanced Education, Australia; Mario Carretero, Universitad Autonoma Cantoblanco, Spain; Robbie Case, Stanford University, USA; Beno Csapo, Attila Jozsef University, Hungary; Andreas Demetriou, Aristotelian University of Thessalonika, Greece; Anastasia Efklides, Aristotelian University of Thessalonika, Greece; Kurt W.Fischer, Harvard University, USA; Luc Goossens, Catholic University of Leuven, Belgium; Jan-Eric Gustafsson, Gothenburg University, Sweden; Graeme Halford, University of Queensland, Australia; Sharon Lesgold, University of Pittsburgh, USA; Jan Carol Naslund, Max-Planck Institute fur Psychologische Forschung, Germany; Maria Platsidou, Aristotelian University of Thessalonika, Greece; Ignatio Pozo, Universitad Autonoma Cantoblanco, Spain; Lauren B. Resnick, University of Pittsburgh, USA; Wolfgang Schneider, Max-Planck Institute fur Psychologische Forschung, Germany; Michael Shayer, King's College London; Jaan Valsiner, The University of North Carolina, USA Thomas Bidell, Harvard Univeristy, John B. Biggs, University of Hong Kong, Victoria Bill, University of Pittsburgh, Gillian M. Boulton-Lewis, Brisbane College of Advanced E