Piaget: Implications for Teaching

thought learned science concepts more readily if concrete objects were used. However, students still in the the concrete stage failed to comprehend these ideas despite the use of models. Activities also may be too simple; Inskeep (1972) cautioned against the overuse of manipulation after the students were capable of abstract reasoning. Necessity of Social Interaction Piaget viewed social interaction as one of the major forces in cognitive development. How do relations with others facilitiate learning and mental growth? Peer interaction can be of great value for several reasons. First, students are apt to attach special significance to activities deemed important to their peers. Second, peers can serve as models and/or instructors for skills yet to be acquired. Third, since peers are likely to be near the same cognitive level as the learner, their explanations may be more understandable than those of the teacher. Fourth, when students at varying cognitive stages discuss problems, the less advanced students may gain insights and correct inaccuracies in their thinking. The more advanced students also profit from such exchanges. In trying to explain a concept to others, these students must think through their own reasonings. In answering questions from the group, ideas may be more clearly differentiated or expanded. The effectiveness of group processes in facilitating learning has received empirical support. In one study, children at different stages of development shared their often contradictory views to problem situations. After these exchanges, many of the preoperational children advanced to the concrete operational stage of thinking (Strauss, 1972). In another study, students were placed in small classes and exposed to many group experiences. In addition to scaring significantly higher than controls in logical and abstract reasoning, these students showed marked gains in personality skills and social interactions (Tomlinson-Keasey and Eisert, 1978).reasoning, these students showed marked gains in personality skills and social interactions (Tomlinson-Keasey and Eisert, 1978). Summary of Implications Consider the stage characteristics of the student's thought processes in planning learning activities. Use a wide variety of experiences rather than drill on specific tasks to maximize cognitive development. Don't assume that reaching adolescence or adulthood guarantees the ability to perform formal