Piagetian Cognitive Levels of Adult Basic Education Students Related to Teaching Methods and Materials.

Autor/in	Seguin, Barbara Rehmann
Titel	Piagetian Cognitive Levels of Adult Basic Education Students Related to Teaching Methods and Materials.
Quelle	, (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adult Basic Education; Adult Development; Adult Learning; Adult Students; Cognitive Development; Comprehension; Disadvantaged; Educational Research; Educational Testing; Educationally Disadvantaged; Handicapped Students; Instructional Materials; Logic; Mathematics Instruction; Methods Research; Problem Solving; Program Improvement; Reading Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Erwachsenwerden; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kognitive Entwicklung; Verstehen; Verständnis; Bildungsforschung; Pädagogische Forschung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Logik; Mathematics lessons; Mathematikunterricht; Methodenforschung; Problemlösen; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Because adult basic education (ABE) students often have difficulty with problem solving and comprehension, a study was initiated to determine (1) at what levels of cognitive development ABE students are operating and (2) how teaching materials and methods relate to these cognitive levels. Thirty-two ABE students were given a written test of cognitive development ("How's Your Logic?"), based on Piagetian tasks. Scores were compared with students' scores on the California Test of Adult Basic Education. Materials and methods in use in ABE classes were reviewed with respect to their suitability to the cognitive levels of students. Results indicated a wide range of cognitive developmental levels among the ABE students studied; a disparity between standardized achievement test scores and cognitive levels; and lack of suitability of most materials for students operating at lower levels of cognitive development. Implications are that more research is needed on adult cognitive levels and on whether cognitive development continues into adulthood. More concrete teaching materials and methods are needed for adults at lower levels of development. (Author/CSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC