Gotowe bibliografie tematyczne / Piaget

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Gotowa bibliografia na temat „Piaget”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Piaget"

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Cahan, Emily D., i Fernando Vidal. "Piaget before Piaget". History of Education Quarterly 35, nr 3 (1995): 325. http://dx.doi.org/10.2307/369767.

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Chandler, Michael J. "Piaget on Piaget". British Journal of Psychology 100, S1 (kwiecień 2009): 225–28. http://dx.doi.org/10.1348/000712609x414169.

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Ega Gradini. "TEACHING MATHEMATICS WITH PIAGET'S THEORY". Visipena Journal 4, nr 1 (30.06.2013): 1–7. http://dx.doi.org/10.46244/visipena.v4i1.98.

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Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.
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Pickren, Wade. "Piaget before Piaget. Fernando Vidal". Isis 87, nr 2 (czerwiec 1996): 383. http://dx.doi.org/10.1086/357549.

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Istiqomah, Novia, i Maemonah Maemonah. "KONSEP DASAR TEORI PERKEMBANGAN KOGNITIF PADA ANAK USIA DINI MENURUT JEAN PIAGET". Khazanah Pendidikan 15, nr 2 (30.09.2021): 151. http://dx.doi.org/10.30595/jkp.v15i2.10974.

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There are many theories about human development, one of which is Jean Piaget's theory of development, this theory will be discussed by researchers how the Basic Concepts of Cognitive Development in Early Childhood According to Jean Piaget. Studying the theory of cognitive development will be the basis for understanding every step of cognitive development, especially in early childhood. Piage describes the concepts used in children's cognitive processes and how the stages of cognitive development in children are. This time the research was conducted through the library method which is a method of searching, collecting and analyzing data sources in books, scientific articles and scientific sources.
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Mays, Wolfe. "Piaget Before Piaget, by Fernando Vidal". Journal of the British Society for Phenomenology 26, nr 2 (styczeń 1995): 211–13. http://dx.doi.org/10.1080/00071773.1995.11007114.

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Walczak, Paweł. "why piaget does not philosophize? critical discussion of gareth b. mathews with the piagetan concept of cognitive development". childhood & philosophy 15 (30.01.2019): 01–26. http://dx.doi.org/10.12957/childphilo.2019.39320.

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TThis article analyzes the critique of the Piagetan theory of intellectual development made by American philosopher Gareth B. Matthews (1929-2011). Matthews analyzes Piaget's ideas from the perspective of the meaning and possibility of philosophizing among children. His use of Piaget is particularly relevant today because the theory of cognitive development has shaped modern education and contributes to the preservation of skepticism about children's philosophy. The article reconstructs and interprets Matthews' arguments, which consistently and systematically show that Piaget misunderstood children's philosophy. By “child’s philosophizing,” Matthews refers to children's tendency to ask philosophically significant questions, their ability to problematize experience, their specific attitude toward the world, and their ability to sense the problems that great philosophers have been dealing with for centuries. Piaget interpreted all these observable features of children's thinking as intellectual deficits; Matthews argues against this interpretation. The discussion focuses on the problem of determining the criterion of intellectual maturity, the importance of creativity and fantasy in thinking, the development of concepts and language skills, and the related differences between children and adults' language use. This analysis of Matthews’ critique of the Piagetian theory of cognitive development concludes that child psychology needs to be more open to this aspect of children's thought and that psychologists and philosophers must seek to better understand the child's philosophizing.
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Kauffmann, Oliver. "Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi". Studier i Pædagogisk Filosofi 2, nr 2 (13.01.2014): 53. http://dx.doi.org/10.7146/spf.v2i2.15577.

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<p>This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement of the co-existence of a 3. person and a 1. person epistemological perspective in the scientific investigation of cognition</p>
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Pakpahan, Farida Hanum, i Marice Saragih. "Theory Of Cognitive Development By Jean Piaget". Journal of Applied Linguistics 2, nr 2 (28.07.2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development
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Wardani, Helda Kusuma. "PEMIKIRAN TEORI KOGNITIF PIAGET DI SEKOLAH DASAR". Khazanah Pendidikan 16, nr 1 (14.03.2022): 7. http://dx.doi.org/10.30595/jkp.v16i1.12251.

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Jean Piaget is a psychologist who contributed greatly to the world of education, there are at least two contributions piaget, namely the theory of cognitive learning and the theory of human cognitive development. Piaget's theory explains that human knowledge is essentially considered active, namely: knowing means acting on objects and realities, and building a system of transformations that can be done on or with them. Piaget stresses that the cognitive processes children use as they build their knowledge of the world are essential: schema, assimilation and accommodation, organization, and equilibrium. Piaget divides the cognitive development of children and adolescents into four stages: sensory-motor, preoperative, concrete operations, and formal operations. Elementary school students are at the stage of concrete operational thinking. Student learning activities are given concrete experiences. Through concrete experience students will easily find concepts. One of them can be done by playing. Piaget believes that playing will foster intrinsic motivation from students. This theory focuses on the active role of children in learning activities. A child not only receives material instantly but the child is guided and directed to discover the concept of material.
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Rozprawy doktorskie na temat "Piaget"

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Labrie, Jean-Marie. "Piaget et le comptage". Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29322.

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Langenbrunner, Mary R., i S. Larsen. "Piaget Teaches First Grade Math". Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3507.

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Kohler, Richard. "Piaget und die Pädagogik : eine historiographische Analyse /". Bad Heilbrunn : Klinkhardt, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017682208&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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Kohler, Richard. "Piaget und die Pädagogik eine historiographische Analyse". Bad Heilbrunn Klinkhardt, 2008. http://d-nb.info/99528685X/04.

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Andrade, Leandro Marino Vieira. "Construção e abertura : diálogos Christopher Alexander - Jean Piaget". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/36808.

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Construção e abertura: diálogos Alexander-Piaget examina a construção do conhecimento, no campo da Arquitetura e Urbanismo, através da articulação das abordagens dos dois autores destacados no título da tese, na perspectiva de esboçar elementos para uma teoria e uma pedagogia do processo de projeto. Neste sentido, o trabalho organiza-se em duas partes: Aberturas – contexto teórico Para compreender os processos cognitivos envolvidos na concepção do projeto arquitetural no âmbito do ateliê pedagógico, a investigação busca estabelecer um diálogo teórico que encontra pontos de contato entre a tradição da Epistemologia Genética iniciada por Jean Piaget, e o pensamento do arquiteto austro-americano Christopher Alexander. Desde o construtivismo piagetiano, interessa, em especial, a noção dos possíveis, passando pelas formulações referentes à percepção e representação espacial, pelos processos de tomada de consciência no percurso entre o fazer e o compreender, e pelos fundamentos de uma lógica de significações. Desde a abordagem de Alexander, tomam-se, em especial, as noções de linguagem de padrões e de totalidades crescentes para explicar as relações entre os sujeitos do processo projetual e o ambiente construído, na emergência de uma ordem espacial coerente através de contínuos ajustes entre forma e contexto. O espaço de encontro entre os dois pensadores se explicita através de uma abordagem epistemológica apoiada no conceito de sistema, e no princípio cibernético de equilibração. No caso de Piaget, isto implica estados majorantes de assimilação na interação entre sujeito e objeto de conhecimento; na abordagem de Alexander, isso se revela através da analogia entre sistemas ambientais construídos pelo homem e organismos vivos, que pode ser descrita na forma de um conjunto de princípios projetuais bem definidos. Construções – contexto pedagógico No plano pedagógico, foi elaborado um experimento, oferecido a estudantes de graduação e, Arquitetura e Urbanismo, procedentes de diferentes etapas do curso, objetivando: i) a reflexão em torno do quadro teórico apresentado, ii) a exploração de tecnologias de simulação gráfica; iii) o agenciamento de meios de trabalho cooperativo, presencial e à distância, e; iv) o desenvolvimento de exercícios de projeto apoiados nas reflexões derivadas de (i), (ii) e (iii), no sentido de promover desequilíbrios cognitivos, sugerindo percursos de trabalho diferentes daqueles com os quais os estudantes estão familiarizados. O experimento estrutura-se em três exercícios, correspondentes, grosso modo, às etapas de concepção, desenvolvimento e aperfeiçoamento de um projeto arquitetônico ou urbanístico. Casa tomada, baseado no conto homônimo do argentino Julio Cortázar, aborda a pedagogia da metáfora, propondo uma transcrição da narrativa ficcional para o espaço arquitetônico, reconstituindo topologicamente a trama urdida pelo escritor. Cidade das palavras reflete o âmbito denominado pedagogia do linguajar, e propõe o desenvolvimento de narrativas "genéticas" construídas através do trabalho cooperativo, em escalas de organização de crescente complexidade. Desenho e canteiro especula sobre uma pedagogia da precisão, inspirando-se na reflexão do arquiteto brasileiro Sérgio Ferro sobre os processos de produção da arquitetura, sendo os estudantes desafiados a simular, com ferramentas digitais, elementos construtivos tomados dos exercícios iniciais, promovendo reequilibrações no processo de aprendizagem. As “pedagogias” da metáfora, do linguajar e da precisão, integradas na reflexão sobre o fazer e o compreender, buscam constituir uma "ecologia" que enlaça sujeitos, conceitos e tecnologias. O trabalho conclui com um conjunto de crônicas que examinam diferentes aspectos do percurso realizado.
Construção e abertura: diálogos Alexander-Piaget (Construction and overture: dialogues Alexander-Piaget) examines the construction of knowledge in the field of Architecture and Planning, through the combination of the approaches of two prominent authors detached in the title of the thesis, aiming outlines elements for a theory and a pedagogy of the design process. In this sense, the work is organized into two parts: Overtures – theoretical context To realize cognitive processes involved in the architectural design within the pedagogic studio, the research seeks to establish a theoretical dialogue that finds points of contact between the tradition by Genetic Epistemology started by Jean Piaget, and the theories of Austro-American architect Christopher Alexander. Since Piaget's constructivism, interests, in particular, the notion of the possibles, through the formulation on the perception and spatial representation, through the processes of awareness on the route between to do and to understand, and the foundations for a logic of meanings. Since the approach of Alexander, detaching, especially, the notions of Pattern Language and the growing wholes, to explain relations between subjects of the design process and the built environment, in the emergence of a coherent ordered space through continuous fitness between form and context. The space of encounter between the two thinkers is explained through an epistemological approach based on the concept of system, and the cybernetic principle of balance. In the case of Piaget, this implies upper bounds states of assimilation in the interaction between subject and object of knowledge; from the approach of Alexander, it is revealed through the analogy between manmade environmental systems and living organisms, which can be described as a well defined set of design principles. Constructions – pedagogic context In terms of pedagogy, an experiment was designed, and offered to undergraduate students of Architecture and Planning from different stages of the course, aiming to: i) discussions around the theoretical context, ii) the exploration of technologies for graphic simulation; iii) the arrangement of means of cooperative work, in classroom and in distance learning environment, and iv) the development of design exercises supported the reflections derived from (i), (ii) and (iii) to promote cognitive imbalances, suggesting work journeys than those with which students are familiar. The experiment is a set of three exercices, corresponding roughly to the stages of conceiving, developing and refining an architectural or urban design. Casa Tomada (House taken over) based on the tale by the Argentinian Julio Cortázar, addresses the pedagogy of metaphor, proposing a transcript of fictional narrative to the architectural space, topologically reconstructing the plot hatched by the writer. Cidade das palavras (City of words) reflects the scope of pedagogy named speech and proposes the development of "genetic" narratives constructed through the cooperative work on scales of organization of increasing complexity. Desenho e canteiro (Design and construction site) speculates about a pedagogy of precision, drawing on the reflection of Brazilian architect Sergio Ferro on the production processes of architecture, and students are challenged to simulate, with digital tools, building elements taken from the initial exercises in promoting a feedback for learning process. The "pedagogies" of metaphor, speech and precision, integrated into thinking about doing and understanding, seek to constitute an "ecology" that links subjects, concepts and technologies. The thesis concludes with a set of chronicles that examines different aspects of the journey undertaken.
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Riffert, Franz. "Whitehead und Piaget : zur interdisziplinären Relevanz der Prozeßphilosophie /". Frankfurt am Main : Europäischer Verl. der Wissenschaften, 1994. http://catalogue.bnf.fr/ark:/12148/cb37096075j.

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Spelman, Nancy Latting. "Piaget and Inhelder's three mountains task : another look /". Thesis, [Hong Kong] : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12334996.

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Coelho, Talitha Priscila Cabral. "O desenvolvimento da criatividade em Piaget e Vigotski /". Assis, 2017. http://hdl.handle.net/11449/152481.

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Orientador: Mario Sérgio Vasconcelos
Banca: Leonardo Lemos de Souza
Banca: Alvaro Marcel Palomo Alves
Banca: Silvana Calvo Tuleski
Banca: Flávia Cristina Oliveira Murbach de Barros
Resumo: A presente pesquisa explora o tema da criatividade ao longo da trajetória intelectual de Piaget e Vigotski. Trata-se de um estudo teórico no qual foi utilizada a análise comparativa como procedimento metodológico. A evolução do problema da criatividade ao longo de suas obras e a síntese conceitual extraída das formulações permite a defesa de três argumentos fundamentais: a) a ocorrência de autocrítica que os levou a uma reformulação em suas teorias, com repercussão para o tema da criatividade; b) a concordância sobre a criação como um problema das idades psicológicas; e c) a discordância quanto ao papel da linguagem para a originalidade criativa. A reformulação teórica feita por Piaget se deu logo no início de sua carreira e consistiu no rebaixamento da importância da linguagem para a origem da atividade intelectual e criativa. Desde então, o acontecimento psicológico que explica a originalidade deixa de contar com a participação diretiva e decisiva de algo externo ao próprio mecanismo de adaptação da vida. Embora em seus últimos trabalhos reconheça as iniciativas engenhosas conquistadas pelo pensamento lógico-formal na idade da adolescência, Piaget entende que o processo funcional e biopsíquico de equilibração, alimentado pelas ações do sujeito, possui maior força explicativa para a compreensão da originalidade, que é a principal característica da criação. Já a autocrítica realizada por Vigotski o levou a explicar a criação, em seus últimos trabalhos, no interior da dinâmica... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research explores the theme of creativity along the intellectual trajectory of Piaget and Vygotsky. It is a theoretical study in which the comparative analysis was used as a methodological procedure. The evolution of the problem of creativity throughout his works and the conceptual synthesis extracted from the formulations allows the defense of three fundamental arguments: a) the occurrence of self-criticism that led to a reformulation in his theories, with repercussion for the theme of creativity; b) concordance on creation as a problem of psychological ages and c) discordance on the role of language for creative originality. The theoretical reformulation made by Piaget occurred early in his career and consisted in lowering the importance of language to the origin of intellectual and creative activity. Since then, the psychological event that explains the originality no longer counts on the directive and decisive participation of something external to the own mechanism of adaptation of life. Although in his later works he acknowledges the ingenious initiatives achieved by formal-logical thinking in his teenage years, Piaget understands that the functional and biopsychic process of equilibration, fueled by the actions of the subject, has greater explanatory power for the understanding of originality, which is the main characteristic of creation. Vygotsky's self-criticism led him to explain the creation in his last works within the psychological dynamics of the ages, defe... (Complete abstract click electronic access below)
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Rizzon, Gisele. "Investigando Jean Piaget : a epistemologia genética e o apriorismo". reponame:Repositório Institucional da UCS, 2009. https://repositorio.ucs.br/handle/11338/508.

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O presente estudo constitui-se na Dissertação de Mestrado apresentada ao Programa de Pós-Graduação da Universidade de Caxias do Sul, pertencente à linha de pesquisa Educação, Epistemologia e Linguagem, e ancora-se nos pressupostos teóricos e conceituais da Epistemologia Genética. Essa teoria, criada pelo pensador suíço Jean Piaget, com o fim investigativo de entender os processos cognitivos, mais especificamente, no que se direciona a revelar a gênese do conhecimento. O intuito principal do estudo a ser apresentado está na possibilidade de desvelar os vieses apriorísticos da teoria piagetiana por meio de um estudo teórico analítico, realizado, basicamente, a partir em três obras piagetianas, a saber: Nascimento da Inteligência na Criança (1975 [1936]), Biologia e Conhecimento (2003 [1967]) e Epistemologia Genética (2007 [1970]). Como forma de elucidar o pensamento piagetiano, se fazem presentes os preceitos epistemológicos platônicos, mais especificamente a teoria da reminiscência, assim como as ideias racionalistas de Descartes, o empirismo clássico de Locke, a teoria da harmonia preestabelecida de Leibniz, o apriorismo de Kant e o evolucionismo de Lamarck e de Darwin. A partir dos entendimentos revelados pela análise e interpretação das obras piagetianas, pela reflexão acerca de seus comentadores, e pelas proposições epistêmicas contidas nos pensadores da antiguidade a modernidade nomeados acima, entende-se que Piaget foi, veementemente, um epistemólogo, por suas pesquisas teóricas e empíricas - estarem envoltas pelo propósito de esclarecimento de como se desenvolve o conhecimento. Contudo, a constituição epistêmica piagetiana se adentra, mais especificamente, pela Biologia, Filosofia e Psicologia, passando a revelar que o processo cognitivo do sujeito epistêmico ocorre na relação entre ele e o objeto a ser conhecido. Nesse sentido, Piaget elaborou uma teoria que se contrapôs aos pressupostos epistemológicos do empirismo clássico, assim como aos pressupostos racionalistas que sustentam a existência das ideias inatas , por entender que o conhecimento não está unicamente no sujeito ou no objeto cognoscível e, mas sim na relação entre ambos. Piaget não nega o papel fundamental da experiência no processo cognitivo; contudo, sua proposta se diferencia da Epistemologia Empírica por essa afirmar que a experiência é a única fonte do conhecimento. No mesmo sentido, afirma que há um sujeito cognoscente, porém esse não apresenta estruturas cognitivas inatas imutáveis, como afirmam as epistemologias de cunho inatistas, mas dirá que esse é dotado de uma funcionalidade cognitiva a priori. No campo educativo as proposições teóricas suscitadas, neste estudo, se fazem relevantes na medida em que promovem no docente uma problemática epistêmica, de cunho reflexivo, do seu agir pedagógico. O estudo divide-se em três capítulos: o primeiro deles trata dos fundamentos da Epistemologia tradicional, empirista e racionalista, enquanto disciplina filosófica, e da Epistemologia Genética; o segundo, dos processos de conhecer elencados, descritos e explicados por Piaget a partir de suas preocupações de biólogo e filósofo; e o terceiro aborda a posição e os aspectos aprioristas da Epistemologia Genética.
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Eriksson, Anette, i Emma Fredén. "En replikerande studie : barns reversibla tänkande och konservation, enligt Piaget". Thesis, University West, Department of Nursing, Health and Culture, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-416.

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Książki na temat "Piaget"

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Kesselring, Thomas. Jean Piaget. Wyd. 2. München: Verlag C.H. Beck, 1999.

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Droz, Rémy. Lire Piaget. Wyd. 5. Bruxelles: Mardaga, 1987.

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Ferenc, Mérei, red. Piaget emlékkötet. Budapest: Akadémiai Kiadó, 1985.

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Marti, Eduardo. After Piaget. New Brunswick, NJ: Transaction Publishers, 2012.

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Piaget, Fondation archives Jean, red. Bibliographie Jean Piaget. Genève: La Fondation, 1989.

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Rodrigo, Suarez, red. Piaget for beginners. New York: Writers and Readers, 2000.

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Barbara, Freitag, red. Piaget: 100 anos. São Paulo: Cortez, 1997.

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Maury, Liliane. Piaget et l'enfant. Wyd. 2. Paris: Presses universitaires de France, 1987.

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Jean, Piaget. The essential Piaget. Northvale, N.J: J. Aronson, 1995.

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E, Gruber Howard, i Vonèche J. Jacques, red. The essential Piaget. Northvale, N.J: J. Aronson, 1995.

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Części książek na temat "Piaget"

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Fischer, Ernst Peter. "Piaget, Jean". W Metzler Philosophen Lexikon, 674–76. Stuttgart: J.B. Metzler, 1995. http://dx.doi.org/10.1007/978-3-476-03642-1_216.

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Scharlau, Ingrid. "Piaget, Jean". W Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_16043-1.

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Salbod, Stephen, John D. Hogan, Mohamed Elhammoumi, Carl Ratner, Adam Crabtree, Roger K. Thomas, David C. Devonis i in. "Piaget, Jean". W Encyclopedia of the History of Psychological Theories, 795–96. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_233.

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Patanella, Daniel. "Piaget, Jean". W Encyclopedia of Child Behavior and Development, 1103–4. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2165.

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Vidal, Fernando. "Piaget, Jean." W Encyclopedia of psychology, Vol. 6., 193–96. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-059.

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Qiwei, Li. "Jean Piaget". W The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6000-2_136-1.

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Brown, Kathleen. "Constructivist View (Piaget)". W Encyclopedia of Child Behavior and Development, 411–13. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_679.

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Aspiranti, Kathleen B. "Preoperational Stage (Piaget)". W Encyclopedia of Child Behavior and Development, 1155–56. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2228.

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Young, Gerald. "Piaget and Development". W Development and Causality, 47–72. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9422-6_3.

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"Piaget". W Encyclopedia of Science Education, 744. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_100668.

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Streszczenia konferencji na temat "Piaget"

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Zipitría, Sylvia da Rosa. "Piaget and Computational Thinking". W the 7th Computer Science Education Research Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3289406.3289412.

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Huang, Yu-Chia. "Comparison and Contrast of Piaget and Vygotsky’s Theories". W 7th International Conference on Humanities and Social Science Research (ICHSSR 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210519.007.

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Nodzyńska, Małgorzata. "INFLUENCE OF PIAGET'S THEORY ON CONVINCING EXPERTS ABOUT THE DIFFICULTIES IN THE UNDERSTANDING OF SCIENTIFIC TERMS BY CHILDREN". W 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.153.

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In formal education, the teaching of natural sciences begins when children are about 12 years old. Teachers justify this with the difficulty and abstraction of concepts in these sciences, and they refer to the theory of child development by Piaget. However, numerous examples from everyday life, from non-formal education, analysis of the difficulties of individual terms as well as research in the field of mathematics and didactics of chemistry show that it is possible to teach natural science at lower stages of education. Keywords: Piaget’s theory, teaching of natural science, formal education.
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Caldeira, Tiago, i Claudia Carvalho. "Rethinking Piaget Formal Operational Stage using Robotics for Training". W 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2021. http://dx.doi.org/10.1109/edunine51952.2021.9429158.

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Tavakkol, Sasan, Cyrus Shahabi, Feng Han i Raimondas Kiveris. "Piaget: A Probabilistic Inference Approach for Geolocating Historical Buildings". W 2020 IEEE International Conference on Big Data (Big Data). IEEE, 2020. http://dx.doi.org/10.1109/bigdata50022.2020.9378093.

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Maia, Rosiery, Anderson Abner Souza i Luiz Marcos Gonalves. "Rules for Robotic Cooperation Based on Vygotsky and Piaget". W 2015 12th Latin American Robotics Symposium (LARS) and 2015 3rd Brazilian Symposium on Robotics (LARS-SBR). IEEE, 2015. http://dx.doi.org/10.1109/lars-sbr.2015.71.

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Luo, Jun. "Rethinking piaget for a developmental robotics of object permanence". W 2007 6th IEEE International Conference on Development and Learning. IEEE, 2007. http://dx.doi.org/10.1109/devlrn.2007.4354063.

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Vilar, Silvani, i Meire Luzia De Souza Pereira. "A EDUCAÇÃO SOB O OLHAR DOS TEÓRICOS: JEAN JACQUES ROUSSEAU E JEAN PIAGET". W II Congresso Brasileiro de Educação a Distância On-line. Revista Multidisciplinar de Educação e Meio Ambiente, 2022. http://dx.doi.org/10.51189/conbraed/96.

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Introdução: O conceito de infância, autonomia e educação, são temáticas importantes para o desenvolvimento do sujeito, é através desses conceitos que os discursos da escolarização são construídos e estabelecidos ao longo dos anos, a preocupação com esses temas já são observadas desde o século XVIII, pelo filósofo Jean Jacques Rousseau que influenciaram vários outros pensadores, dentre eles o biólogo Jean Piaget em meados do século XX. Objetivo: Este estudo tem por objetivo analisar os pensamentos sobre a educação segundo Jean Jacques Rousseau, filósofo iluminista viveu no século XVIII e Jean Piaget, biólogo e psicólogo do século XX, ambos considerados estudiosos importantes que trouxeram grandes contribuições para educação e que prevalecem até os dias atuais. Material e métodos: A metodologia utilizada será uma análise bibliográfica de abordagem qualitativa, materiais que serviram de base foi a obra Emílio ou Da Educação de Jean Jacques Rousseau e a Equilibração das Estruturas Cognitivas, de Jean Piaget. Resultados: Como resultado, podemos perceber que Rousseau descreve em sua obra Emílio da educação, as formas de pensar e de agir desse personagem e defendia que é preciso partir dos instintos naturais da criança para que assim ela possa se desenvolver, é preciso encorajar a criança e não reprimi-la. Já Piaget observa e realiza experiências com crianças de diferentes faixas etárias, com a finalidade de entender suas estruturas cognitivas. Eles enfatizam como ocorre o processo de uma educação progressiva e sistematizada, respeitando as etapas do desenvolvimento cronológico e da maturidade e sugeriram também uma escola que valorizasse os aspectos biológicos e psicológicos do aluno em desenvolvimento: o sentimento, o interesse e a espontaneidade, dando ênfase em atividades tais como canto, desenho, modelagem, excursões ao ar livre, manipulação de objetos. Conclusão: Concluímos que Rousseau e Piaget rompem com a ideia de que o conhecimento está dado como pronto, o sujeito está sempre em construção. As observações desses estudiosos foram fundamentais para o processo de escolarização, pois acima de tudo trouxeram à tona a importância da autonomia e do respeito do desenvolvimento do sujeito, essas contribuições são fundamentais para o processo de escolarização nos dias atuais.
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"Piaget for the Smart Control of Complex Robotized Applications in Industry". W 10th International Conference on Informatics in Control, Automation and Robotics. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004425405280535.

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Hsin-Yi Chao i John M. Kennedy. "[D80] Possible and impossible response alternatives on the Piaget 3-mountains task". W 2014 IEEE Haptics Symposium (HAPTICS). IEEE, 2014. http://dx.doi.org/10.1109/haptics.2014.6775559.

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Raporty organizacyjne na temat "Piaget"

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Thorleifson, L. H., G. L. D. Matile, G. R. Keller i D. M. Pyne. A geophysical investigation into the lithology and stratigraphy of the Mahomet Buried Valley, Piatt County, IL. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2002. http://dx.doi.org/10.4095/299513.

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Involving private medical practitioners in family planning services in Bangladesh. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1037.

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The project "Involving Private Medical Practitioners (PMPs) in Family Planning Services" is an innovative initiative to involve PMPs in protecting the reproductive health (RH) of couples, attract private investment in the family planning (FP) sector, and eventually reduce the increasing financial pressure on the government. The project was implemented in two phases. In phase I, qualified PMPs from urban areas were given training on FP. In phase II, nonqualified PMPs were given training on FP. PIACT Bangladesh, a local NGO, conducted two pilot projects to involve the PMPs in FP. The first one was to involve qualified PMPs in urban areas (Dhaka) and the second one was to involve nonqualified PMPs in rural areas (Komalganj Thana of Moulvibazar District). Qualified PMPs are medical graduates and nonqualified PMPs are rural medical practitioners (RMPs) who are not medical graduates. The overall objective of the pilot projects was to explore the feasibility of involving PMPs and RMPs in providing selected FP services on a commercial basis with emphasis on counseling and side-effect management. The findings of both projects are presented in this report.
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