U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found that, although the participating children answered from both an intuitive and an analytical perspective, Piaget's analysis of the interviews ignored the value in the intuitive, right-brain answers; Piaget essentially stated that the children were only doing valuable thinking when they were analytical and logical. Using other comparable re-analysis as the yardstick, this study extended Piaget's original interpretations. Implications for teaching and learning are also described. This study also extends a call for research into a pedagogical balance between analytic and intuitive teaching.
|Commitee:||Germain, Felix, Rock, Tracy C., VanSledright, Bruce|
|School:||The University of North Carolina at Charlotte|
|Department:||Curriculum & Instruction|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 74/11(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Educational psychology, Cognitive psychology|
|Keywords:||Analysis, Deficit, Diversity, Epistemic beliefs, Holistic, Intuition, Piagetian data set, Right brain|
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