Restructuring heterogeneous classes for cognitive development: Social interactive perspective |
| |
| Authors: | Ben-Ari Rachel Kedem-Friedrich Peri |
| |
| Institution: | (1) Department of Psychology, Institute for the Advancement of Social Integration in the Schools, Bar-Ilan University, 52900 Ramat-Gan, Israel |
| |
| Abstract: | An educational application derived from the socialconstructivism view based largely on the theories ofVygotsky (1962, 1978) and Piaget (1926), was tried inorder to improve cognitive development of childrenstudying in a heterogeneous class. A path analysisbased on the study of 1017 pupils, 8- to 11-year-olds,studying in 36 classrooms, shows that complex learningtechniques are related to cognitive development,especially of lower level children. The processrequires that the teacher take a  developer roleencouraging the students to interact verbally in orderto solve the learning tasks. The improvement seems tobe based entirely on the students' on-task verbalinteraction, but that was instigated by the developerteacher's role and impeded by supervisory role. |
| |
| Keywords: | on-task social interaction cognitive development complex instruction heterogeneous class |
| 本文献已被 SpringerLink 等数据库收录！ |
|
