Describe four guidelines that teachers can use when applying Piaget's theory with their students, and provide a classroom example of each.
What will be an ideal response?
Ques. 2Explain how neo-Piagetian views of development differ from Piaget's original descriptions of development.
What will be an ideal response?
Ques. 3Two kindergarten teachers were joking about their ages. Patti is older than Jeanna. Jeanna, however, is taller. The children consistently conclude that Jeanna is older than Patti. On the basis of Piagetian theory, explain why the children would conclude that Jeanna is the older of the two.
What will be an ideal response?
Ques. 4Children typically are not allowed to start school if their birthday falls past a certain date (e.g., turning 5 by the first of September). Historically, this hasn't always been the case. Explain how this policy could be the result of Piaget's influence.
What will be an ideal response?
Ques. 5You're an eleventh-grade physics teacher. Based on research examining Piaget's theory, identify one of the most important implications of his theory for your teaching.
What will be an ideal response?
Ques. 6Charles is shown two rows of coins having the same number of coins in each. He concludes that the rows have the same numbers of coins. The coins in the second row are then spread apart as Charles watches. Charles then concludes that there are more coins in the second row. Which of the following Piagetian concepts does Charles' behavior best illustrate?
a. Centration
b. Accommodation
c. Adaptation
d. Transformation
Ques. 7Mrs. Solomon gives each of her third graders four wooden squares (each 1 by 1) and a piece of poster paper. They identify the wooden pieces as squares and conclude that they're all the same size. She has them put the squares together to form a larger square (2 x 2) and to draw a line around the larger square. They remove the wooden squares, and she asks them how much space the wooden pieces covered and leads them to conclude, four squares. She asks them what they call the space and introduces the term area. She then tells them they have an area of four squares. To reinforce the idea, she then asks them what the area of two blocks is and helps them to conclude, two squares.
Based on this information, which of the following is the best assessment of the developmental appropriateness of Mrs. Solomon's teaching of the concept area?
a. Her instruction was developmentally inappropriate, because she shouldn't have told them they had an area of four squares.
b. Her instruction was developmentally inappropriate, because she should have also used a wooden space to put the squares on instead of poster paper.
c. Her instruction was developmentally appropriate, because the students had concrete illustrations of both area and square.
d. Her instruction was developmentally appropriate, because she reinforced the concept through teacher direction.
Ques. 8According to Piaget, which of the following would be the best solution to Mrs. Green's problem?
a. Describe the process of the change in molecular motion between a liquid and solid in more detail, so they see the difference.
b. As a classroom activity, have the students observe some ice cubes as they're allowed to melt, and then describe what they see.
c. Have them carefully read the explanation in their texts and then discuss the meaning of the text description.
d. Have the students observe ice cubes as they're allowed to melt, and show them a model illustrating the molecular motion of the substance in each state.
Ques. 9Mr. Smith is discussing the question, What would life be like for us if we were living 100 years from now? His students deal with the question effectively. Which stage of development is best illustrated by the students' ability to deal with the question effectively?
a. Sensorimotor
b. Preoperational
c. Concrete operational
d. Formal operational
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