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Implications of Piaget's talks for curriculum
Author(s) -
Langer Jonas
Publication year - 1964
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660020310
Subject(s) - curriculum , constructivism (international relations) , piaget's theory of cognitive development , task (project management) , psychology , mathematics education , science education , epistemology , cognitive science , cognitive development , pedagogy , cognition , philosophy , international relations , management , neuroscience , politics , political science , law , economics
In this paper Langer discusses the implications of Piaget's theories for curriculum in theoretical terms. These implications are discussed in terms of communication between the “community” and the individual regarding forms of knowledge. This communication, this expression of the forms of accumulated knowledge is seen as influencing the, learning task. Several intriguing interpretations and extensions of Piaget's theories are offered.