Dissertation/Thesis Abstract

The possible role of intuition in the child's epistemic beliefs in the Piagetian data set
by Bickart, John, Ph.D., The University of North Carolina at Charlotte, 2013, 195; 3589794
Abstract (Summary)

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.

Indexing (document details)
Advisor: Hutchison, Charles
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
Publication Number: 3589794
ISBN: 9781303288678
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