Piaget believes that every student
learns and develops over time and there are not that many different things that
teachers can do to help students learn faster or better. Also this chapter had a lot to do with how a
teacher would introduce what is being taught.
If a teacher starts to teach the students about the moon, but does not
connect the moon with anything that they have prior knowledge the information will
not be grasped as well with introduction of other information. The question I have is how elaborate does the
introduction material need to be in order for the students to be able to
continue with a better understanding of the new subject related with the prior
knowledge that is in the introduction?
Development
is the biological maturation that all students go through differently. There is nothing a teacher can do in order to
help the students to develop faster and it is not the students fault if they
are not developing as fast as other students.
Learning is all about exploration which will cause the students to make accommodation
and assimilation when they find something new and have to relate it to
something that they already know or make a new category because it is
completely knew to them.
Critical
thinking would not push or help a student develop any faster than if they were
not made to critically think. The reason
he believes this is because development relates to a student’s biological
makeup. Every student will develop
differently and this develop just happens over time and every student will
develop at a different pace even if they are given the same or different type
of lessons.
I think you will only know the answer to your question once you're in a classroom, but you might need to spend enough time that students seem familiar with the category of the new material and want to know more--they're curious.
ReplyDeleteI like your explanations here. Depending on how you define critical thinking, Piaget might not think all students are capable of it as well.