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Applying Vygotsky: Teaching Preformal-Operational Children a Formal-Operational Task.

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Title: Applying Vygotsky: Teaching Preformal-Operational Children a Formal-Operational Task.
Language: English
Authors: Burkhalter, Nancy
Peer Reviewed: N
Page Count: 24
Publication Date: 1994
Document Type: Reports - Research
Descriptors: Developmental Stages, Elementary School Students, Formal Operations, Grade 4, Grade 6, Instructional Effectiveness, Intermediate Grades, Performance Factors, Persuasive Discourse, Piagetian Theory, Sex Differences, Verbal Ability, Writing (Composition)
Abstract: This research hypothesized that preformal-operational children (before age 11) can improve their ability to write persuasive essays at an age earlier than Jean Piaget's developmental stage model would predict. A Vygotskian social interactionist approach, which claims that adult intervention can help children achieve what may have seemed beyond their abilities, was used. Fourth and sixth graders (n=153) wrote two persuasive essays, with 3 weeks of instruction intervening for the experimental group. Instruction consisted of daily 45-minute lessons for 3 weeks, involving brainstorming, supporting, conferencing, and editing on different topics. The essays were evaluated on the basis of "claims,""data," and "warrants." Students in the experimental group on the whole performed better than those in the comparison group. Girls performed better across all three aspects than did boys. Of the three measures, "warrants" seemed to be the most difficult. The experimental treatment was questionable for boys on this trait, as performance of fourth grade comparison group boys was higher than that of experimental group boys. The study concludes that formal operations are not a necessary precondition for writing persuasive essays; a Vygotskian approach to the teaching of writing is supported; girls acquire formal operations sooner than boys; and girls have superior verbal abilities that allow them to perform generally better than boys at writing tasks. (Contains 19 references.) (JDD)
Entry Date: 1995
Accession Number: ED379208
Database: ERIC
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  Data: Applying Vygotsky: Teaching Preformal-Operational Children a Formal-Operational Task.
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  Data: <searchLink fieldCode="AR" term="%22Burkhalter%2C+Nancy%22">Burkhalter, Nancy</searchLink>
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  Data: N
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  Data: 24
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  Label: Publication Date
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  Data: 1994
– Name: TypeDocument
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  Data: Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Developmental+Stages%22">Developmental Stages</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Formal+Operations%22">Formal Operations</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Piagetian+Theory%22">Piagetian Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This research hypothesized that preformal-operational children (before age 11) can improve their ability to write persuasive essays at an age earlier than Jean Piaget's developmental stage model would predict. A Vygotskian social interactionist approach, which claims that adult intervention can help children achieve what may have seemed beyond their abilities, was used. Fourth and sixth graders (n=153) wrote two persuasive essays, with 3 weeks of instruction intervening for the experimental group. Instruction consisted of daily 45-minute lessons for 3 weeks, involving brainstorming, supporting, conferencing, and editing on different topics. The essays were evaluated on the basis of "claims,""data," and "warrants." Students in the experimental group on the whole performed better than those in the comparison group. Girls performed better across all three aspects than did boys. Of the three measures, "warrants" seemed to be the most difficult. The experimental treatment was questionable for boys on this trait, as performance of fourth grade comparison group boys was higher than that of experimental group boys. The study concludes that formal operations are not a necessary precondition for writing persuasive essays; a Vygotskian approach to the teaching of writing is supported; girls acquire formal operations sooner than boys; and girls have superior verbal abilities that allow them to perform generally better than boys at writing tasks. (Contains 19 references.) (JDD)
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  Data: 1995
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Developmental Stages
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Formal Operations
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Intermediate Grades
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Piagetian Theory
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
    Titles:
      – TitleFull: Applying Vygotsky: Teaching Preformal-Operational Children a Formal-Operational Task.
        Type: main
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          Name:
            NameFull: Burkhalter, Nancy
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              M: 01
              Type: published
              Y: 1994
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