A Study on the Development of Cognitive and Affective Characteristics of Korean Secondary School Students.

Autor/inn/en	Han, Jong-ha; und weitere
Institution	Korean Educational Development Inst., Seoul.
Titel	A Study on the Development of Cognitive and Affective Characteristics of Korean Secondary School Students.
Quelle	(1983), (195 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Development; Affective Behavior; Affective Measures; Cognitive Development; Cognitive Processes; Curriculum Development; Developmental Stages; English (Second Language); Foreign Countries; Formal Operations; Objective Tests; Piagetian Theory; Questionnaires; Secondary Education; Secondary School Curriculum; Secondary School Students; South Korea + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Objektiver Test; Fragebogen; Sekundarbereich; Sekundarschüler; Korea; Republik
Abstract	The cognitive development and affective development of Korean secondary school students were studied to obtain information for the development of curricula and texts, particularly for teaching the English language. Subjects responding to objective tests included 3,164 male and female students from 54 classes of 18 middle schools, and 1,981 male and female students from 36 classes of 18 high schools. Subjects responding to free response questionnaires included 201 male and female students from 54 classes of 18 middle schools, and 180 male and female students from 36 classes of 18 high schools. To study cognitive and affective development, researchers used: (1) student diaries and compositions; (2) a student concerns questionnaire; (3) two compositions and a standardized test for determining interests; (4) a standardized diagnostic test and the Thematic Apperception Test (TAT) to determine needs; (5) a values test; and (6) a semantic differential for self. Research data suggest that most students never reached the late formal operational stage of cognitive development identified by Piaget, remaining in the early formal operational stage or the late concrete operational stage. This finding has important implications for curriculum and text development, and highlights the need for learning through concrete means. Data on affective characteristics illustrate the importance of recognizing the emotional, social, and philosophical problems that students confront. Seventy-eight tables and 9 figures provide study data. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC