Early Insights into Piaget's Cognitive Development Model through the Lens of the Technologies Curriculum
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| Title: | Early Insights into Piaget's Cognitive Development Model through the Lens of the Technologies Curriculum |
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| Language: | English |
| Authors: | Milorad Cerovac (ORCID |
| Source: | International Journal of Technology and Design Education. 2025 35(1):61-81. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Cognitive Development, Developmental Stages, Piagetian Theory, Developmental Tasks, Engineering, Experiential Learning, Elementary School Students, Secondary School Students, National Curriculum, Foreign Countries, Technology Education, Performance, Abstract Reasoning, Thinking Skills, Inferences, Spatial Ability, Difficulty Level |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s10798-024-09906-5 |
| ISSN: | 0957-7572 1573-1804 |
| Abstract: | Piaget's theory of stage structure is synonymous with discussions involving cognitive development. As with any theoretical model, researchers inevitably and rightly seek to affirm and/or contest the elements of the model presented. In this comparative study, students' performance across three hands-on engineering tasks for two distinct student cohort groups were investigated including young primary school students (aged 8 to 10) in Piaget's concrete operations; and older secondary school students (aged 15 to 18) in Piaget's formal operations stage of cognitive development. The purpose was to gain an insight into Piaget's stage structure from the perspective of the compulsory national Technologies curriculum in Australia, of which engineering is a core subject. The senior students outperformed their younger peers on all three tasks (simple, complicated and complex), with differences in abstraction and spatial inferential reasoning abilities increasing, as the task complexity increased. Although there is very limited evidence linking practical technological subjects and Piaget's cognitive development model, the findings were consistent with respect to students' abstract thinking capabilities and their cognitive development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461460 |
| Database: | ERIC |
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| Abstract: | Piaget's theory of stage structure is synonymous with discussions involving cognitive development. As with any theoretical model, researchers inevitably and rightly seek to affirm and/or contest the elements of the model presented. In this comparative study, students' performance across three hands-on engineering tasks for two distinct student cohort groups were investigated including young primary school students (aged 8 to 10) in Piaget's concrete operations; and older secondary school students (aged 15 to 18) in Piaget's formal operations stage of cognitive development. The purpose was to gain an insight into Piaget's stage structure from the perspective of the compulsory national Technologies curriculum in Australia, of which engineering is a core subject. The senior students outperformed their younger peers on all three tasks (simple, complicated and complex), with differences in abstraction and spatial inferential reasoning abilities increasing, as the task complexity increased. Although there is very limited evidence linking practical technological subjects and Piaget's cognitive development model, the findings were consistent with respect to students' abstract thinking capabilities and their cognitive development. |
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| ISSN: | 0957-7572 1573-1804 |
| DOI: | 10.1007/s10798-024-09906-5 |
