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The Educational Implications of Piaget's Theory And DOCONENT BEMIRE ED 192 349 TB 800 003 AUTHOR De Lisio.Richard TITLE The Educational Implications of Piaget'sTheory and Assessment Techniques. INSTITUTION ERIC Clearinghouse on Tests,Measurement, and Evaluation, Princeton, N.J. SPONS AGENCY National Inst. of Education(DHFV), Washington, D.C. REPORT NO EPIC-TM-68 PUB DATE Nov 79 NOTE 40p. AVAILABLE FROM EPIC Clearinghouse on Tests, Measurement,and Evaluation, Educational TestingService, Princeton, NJ 08541 (S5.00I. EDRS PRICE MF01/PCO2 Plus Postage, DESCRIPTORS Abstract Reasoning: AnnotatedBibliographies; Children: *Cognitive Development:Cognitive Measurement: Conservation (Concept): Developmental Stages: Educational Obiectives: *Educational Practice: Educational Research: ElementarySecondary Education: Environmental Influences:Intellectual Development: Intelligence Factors:Intelligence Tests; *Learning Theories; LogicalThinking: Moral Development: Research Needs: ResearchReviews (Publications): *Research Utilization:Teacher Education: Teaching Methods: *ThoughtProcesses IDENTIFIERS Piaget (Jean) :*Piagetian Tests: *Piagetian Theory: Spatial Ability ABSTRACT A review of Piaget's theory and researchon children's cognitive development ispresented, including a discussion ot the psychological structures ofintelligence, developmental constructivism, and the evolution of knowledgeas a subject-object relation. Piaget's assessment techniquesare summarized, including moral development, number censervation,spatial operations, anda comparison between intelligence quotiertand Piaget's assessment of intelligence. Implications of Piaaet'stheory for educational practice are discussed it terms ofthe need for research, recommendations for teacher education, educationalobjectives, and teaching methods. A guide to conductingPiagetian child assessments and a six-item annotated bibliographyon Piagetian theory and testing are appended. A 50-item unannotated bibliography is alsoincluded. (MH) *********************************************************************** Reproductions supplied by !DRSare the best that can be made from he original document. *********************************************************************** U I DEPARTMENTOONEALTIL EDUCATION sigumna NAVIONAL INSTITUTE OF .4° EDUCATION IwS DOCuMEhT riASBEEN REPRO; re% DuCED EXACTLY ASRECEIVED FROM THE PERSON OR ORCANI:ATIONORIGIN. ING PCIIN TS Di- vjEvv OR OPINIONS stAT ED DO NOTNECESSARILY REPRE. CO SF NT 01-F IC At NATiCAALtNSTII-U/E OF EDUCAlION PosiTlos OR Ix FOOCY Ls.1 ERIC REPORT 68 TheEducational Implications of Piaget'sThorny andAssessment Techniques 0 0 ERIC CLEARINGHOUSE ON TESTS.MEASUREMENT. & EVALUATION E DUC AT IONAL TESTING SERVICE. °IERIOt PRINCETON, NEW JERSEY 0854 1 00 az _ Ply' ma/ 1,11111 iiim NI, 40011 KJ, pare4 put Nuani it, j onr riva tiii the !National I wait utr t,t Edueat s. I Kpainuent of f k4flh. I dikation. nd %Naafi! ( inn taktors undertakintz such protects underttosernment sponsorshp are emourased espres. fleetsheir judgment in professional and technical matters. Prttirto pub lication the iminuNcript was %Omitted to qualified professionalsfor critical rotes% and Jett:Inn:Mon of pro- fessional iirupelencef his publication ha met such standards. Points ofslew or opinions. however. do not nvv- Css.li Si% eplv.clit the of 1 s re" or opinions ot either these resicsser s oi the National Institute of Fdireation. KU ( fear in$ hori.c. on rests, Measurement. and I JithitIllii I tilfiji tonal Testing svi Pr imeton. (1104 I NO% mho itrv 3 -" _ CONTENTS PREFACE INTRODUCTION 1 WHY PIAGET AND EDUCATION/ 2 PIAGET'S THEORY AND RESEARCH 3 Background 3 Sixty Years of Research 5 THEORETICAL THEMES 8 Psychological Structures of Intelligence 8 Formation of Structures: DevelopmentalConstructions 9 Knowledge as a Subject-Object Relation: Stages 11 P1AGET'S ASSESSMENTTECHNIQUES c 12 Overview 12 Examples: Moral Judgment 13 Number Conservation 14 Spatial Operations 15 A Comparison between IQ andPiagetian Assessments of Intelligence 17 Implications of Piagetian Assessments for Education 18 IMPLICATIONS OF PIAGET'STHEORY IN EDUCATIONAL PRACTICE 19 Overview 19 The Need for Research 21 Teacher Training and TeamResearch 22 Educational Objectives 23 Teaching Methods 23 REFERENCES 27 APPENDIX A: How to Conduct Piagetian Child Assessments 31 APPENDIX B: Piagetian Theory and Testing: A BriefAnnotated Bibliography 35 PREFACE Many people find it difficult to tackle Piaget'sown writings without prior introduction or clarification. Thispaper is meant to provide such an introduc- tion. It should not be usedto circumvent Piaget's books or the efforts of Piaget's many interpreters. In fact, the aim of thispaper is just theopposite. It ishoped that thereader will discover the rdevanee of Piagerswork and be in- spired to pursue matters in greater depth. The reader should he cautioned thatthere.can be major substantive dif- ferences between thewritings of Piaget and "the Piagetians." For thisreason, I have relied heavrly' on.,'iaget's own (translated) wo'rks in preparingthis paper. My' understanding)t. Piaget's,writings has been shapedbythe inter- pretations offered by Hans G. Furth and James Youniss. Willy of Piaget's books have had coauthors,hence the phrase "Piaget's writhigs" is frequently usedw hen referring to the writings of Piaget and his collaborators, particularly B.Inhdder. R. De Lisi December I trY INTRODUCTION Jean Piaget's theory and researchon cognitive development were rediscovered by American psychologist% and educator% in the 1960s(8,26,27). Since .then, the number of article% and bookson Piaget and education has increased dra- matically as the field has undergone rapid transition. According to Gallagher (16). there have been three phases inthe attempts to apply Piaget's theory. The first phase consisted of introducingPiagetian tasks as curriculum materials. In the slecond phase, the implications of theconcept of stage% of development for elassroom learningwere explorek Phase 3 is a movement beyond the notion of stage and theuse of other PNatian con- structs (such as equilibration) in the classroom. Asa result of these efforts, Piaget's name is now widely recognized, but. the theoryis not widely under- stood because it is inYerpreted inso many ways (49). This paper is intended for those educationalpractitioners and researchers who find themselves both curious and confusedabout Piaget's theory. Central aspects of the theory and assessment techniques and their relevance for educa- tional practice and research are introduced. In aigition,Piaget's own state- ments and ideas about education are summarized. Thesepapers on education, which have been ignored for the mostpart, deal with applications at all levels of education (including university-level teachertraining) so they are of poten- tial intere,st to a wide variety of educators. Thepaper answers a basic question: Why should you, if you are involved in the field ofeducation, be concerned with Piaget's theory? 6 WHY PIAGET AND EDUCATION? In its broadest sense, education is a proeess of effecting progressive change in individuals. Education of children and adolescents addresses itself to various intelleetual\kills, social and moral values, know ledge.of. factsin specific areas, and so on. In an educational setting such as a classroom, teachers employ cer- tain strategies and materials to "change" their students. This is usually thought of as adding to the students' knowledge base or 'increasing the stu- dents' skills. The particular teacher strategy or method of instruction utilized i;i the class- room makes some assumptions about the "average" student and is based on a theory of how children learn or "change." This basis is often implicit, and per- haps even uneonscious, as far as the classroom teacher is concerned. One teacher might use praise and gold stars with her students, another might try strict discipline and punishment, while a third teacher might group children on the basis of examination performance and use different techniques for each of the groups. The point is that educational practice makes assumptions about how much the "average" student knows and can learn, and is presumably using the most effective method to teach that student. Although classroom teacher% certainly differ from each other, they all rely on certain principles of educational psychology such as theories of learning, measurement, origins of behavior and behavioral change. and so on. Piaget has studied the prmess of change in children's thinking for approxi- mately 60 years. His theory is the most comprehensive statement on intellec- tual development currently available to educational practitioners. Piaget has described the development of thinking from birth to late adolescence in areas that include logic, number, time, physical causality, space, geometry, percep- tion, mental imagery, hypothesis testing, and consciousness. (This list is a par- tial one!) Thus, Piaget has described what the "average" child knows and, more importantly, ho w. this knowing came about and how it will evolve' fur- ther. These dual aspectsdescriptions of what children know and*how knowl- edge developsare the reasons why Piaget's theory may be important for educational practice. As mentioned in the introduction, the original interest in applying Piaget to education was based on the wealth of his assesstnerus of the development of children's thinking. At the very least, he has offered new ways to assess chil- dren's thinking in several content areas, many of which are covered in selyol. However, a more important reason to "apply
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