Optimal learning in schools – theoretical evidence: Part 2 updating Piaget

• Autores: John Crossland
• Localización: School Science Review, ISSN 0036-6811, Vol. 98, Nº. 364, 2017, págs. 77-83
• Idioma: inglés
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• Resumen

  • Part 1 in this four-part series of articles discussed Piaget's theories of learning and development (Crossland, 2016). Part 2 explores how post-Piagetian researchers have addressed criticisms of Piaget's theories by linking recent evidence including that from neuroscience. The outcomes show that good teachers make a difference by implementing classroom-based optimal learning strategies. This new evidence brings Piaget’s theories into the 21st century and leads to a clearer definition of optimal learning in the classroom.