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The possible role of intuition in the child's epistemic beliefs in the Piagetian data set

机译:直觉在Piagetian数据集中对儿童的认知信念中的可能作用

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摘要

U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found that, although the participating children answered from both an intuitive and an analytical perspective, Piaget's analysis of the interviews ignored the value in the intuitive, right-brain answers; Piaget essentially stated that the children were only doing valuable thinking when they were analytical and logical. Using other comparable re-analysis as the yardstick, this study extended Piaget's original interpretations. Implications for teaching and learning are also described. This study also extends a call for research into a pedagogical balance between analytic and intuitive teaching.
机译:美国学校主要讲授分析性左脑,它以行为主义为基础,并使用影响学习方式的认知信念的机械范式。结果是学习受到阻碍。通过对一组皮亚杰儿童的话语分析,本研究重新分析了皮亚杰的工作。这项研究发现,尽管参加活动的孩子从直觉和分析的角度都回答了问题,但皮亚杰对访谈的分析却忽略了直觉,右脑回答的价值。伯爵(Piaget)本质上说,孩子们只有在他们具有分析力和逻辑性时才做有价值的思考。本研究使用其他类似的重新分析作为衡量标准,扩展了皮亚杰的原始解释。还说明了对教学和学习的影响。这项研究还呼吁在分析性教学与直觉式教学之间寻求一种教学上的平衡。

著录项

  • 作者

    Bickart, John.;

  • 作者单位

    The University of North Carolina at Charlotte.;

  • 授予单位 The University of North Carolina at Charlotte.;
  • 学科 Educational psychology.;Elementary education.;Cognitive psychology.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 195 p.
  • 总页数 195
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:41:31

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