Logical Thinking in Second Grade. Final Report.

Autor/inn/en	Almy, Millie; und weitere
Institution	Columbia Univ., New York, NY. Teachers College.
Titel	Logical Thinking in Second Grade. Final Report.
Quelle	(1969), (227 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Content Analysis; Curriculum Evaluation; Elementary School Mathematics; Elementary School Science; Elementary School Students; Grade 1; Grade 2; Kindergarten; Logical Thinking; Longitudinal Studies; Mathematics Curriculum; Program Effectiveness; Science Curriculum; Transfer of Training + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Inhaltsanalyse; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Training; Transfer; Ausbildung
Abstract	A 3-year study based on Piagetian theory considered this question: Do children who receive systematic instruction in the basic concepts of mathematics and science when they are in kindergarten think more logically when they reach second grade than do children who did not have such early instruction? The groups having prescribed lessons in kindergarten were also compared with groups whose prescribed lessons began only in the first grade. Kindergarteners were assessed in the fall of 1965, 1966, and 1967, and first graders in the fall of 1966 and 1967. The children were pre- and posttested on a series of tasks derived from Piaget's work. The results in logical thinking ability seem to pose a paradox. The second grade group who had no prescribed lessons in either kindergarten or first grade performed about as well as the group who had prescribed lessons in kindergarten. But the latter group performed better than the group whose prescribed lessons began in the first grade. These ambiguous results suggest that the comparability of the groups of children, and the comparability of their school experience, apart from the prescribed programs, needs further examination. (JF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC