Three of the following teaching practices are consistent with Piaget's theory of cognitive development. Which one is not?
A) A second-grade teacher encourages students to (1) speculate about possible explanations regarding why kites of different shapes fly differently and then (2) test each explanation systematically.
B) A ninth-grade science uses a three-dimensional model of the solar system to illustrate her explanation of why it's warmer in summer than in winter.
C) When a high school student claims that people should "Make love, not war," his teacher urges him to consider whether such an approach would have been advisable when the Fascist movement was gaining ground in Europe in the late 1930s and early 1940s.
D) When 7-year-old Martin says that two nickels are worth more than one dime because there are two of them and they're bigger, his teacher asks, "How can that be? Two nickels are worth ten cents, and one dime is also worth ten cents."

Question

Quizplus · Accepted Answer

The teaching practice that is not consistent with Piaget's theory of cognitive development is:
b. A ninth-grade science teacher uses a three-dimensional model of the solar system to illustrate her explanation of why it's warmer in summer than in winter.
Jean Piaget's theory of cognitive development emphasizes the importance of hands-on, discovery learning and the concept of developmental readiness. According to Piaget, children learn best through active involvement and constructing their own understanding based on experiences.
a. This practice aligns with Piaget's theory as it encourages students to engage in hypothesis testing and experimentation, which are key components of the concrete operational stage (ages 7 to 11) and formal operational stage (ages 11 and up) of cognitive development.
c. This practice is consistent with Piaget's formal operational stage, where adolescents begin to think abstractly and consider hypothetical situations. The teacher is encouraging the student to apply abstract reasoning to historical events.
d. This practice is consistent with Piaget's concrete operational stage, where children begin to understand the concept of conservation – the idea that quantity remains the same despite changes in shape or appearance. The teacher is challenging the child's preoperational stage thinking (ages 2 to 7) by prompting him to consider the logical equivalence of two nickels and one dime.
b. However, using a three-dimensional model to explain a concept is more of a visual aid and does not necessarily involve the students in active, hands-on learning or discovery. While visual aids can be helpful, this practice alone does not require students to construct their own understanding through exploration or experimentation, which is a key aspect of Piaget's theory. It is more of a demonstration and does not engage students in the same way as the other practices listed. Therefore, it is the one that is least consistent with Piaget's theory of cognitive development.

Three of the Following Teaching Practices Are Consistent with Piaget's