Piagetian structuralism and learning: Reflections on two decades of educational application

James E. Johnson, Frank H. Hooper

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

In light of salient measurement and evaluation issues a content analysis approach was chosen to assess the value and problem of applying Piagetian theory to early childhood education. Focal changes in implementation were analyzed with emphasis upon the so-called unique contributions of the theory to teaching goals, beliefs, understandings, and practices. Structuralism was compared favorably with learning theory in providing a conceptual basis for educational application. The inherently dialectical nature of Piaget's views of knowledge presents an intuitively appealing albeit conceptually and methodologically abstract approach to educational innovation. It was concluded that applying Piagetian theory to education, in agreement with these special developmental dynamics, involves an interactively changing theory and data base as teachers and children develop over time.

Original languageEnglish (US)
Pages (from-to)217-237
Number of pages21
JournalContemporary Educational Psychology
Volume7
Issue number3
DOIs
StatePublished - Jul 1982

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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