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Dealing with Piaget: Analyzing Card Games for Understanding Concepts.

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Title: Dealing with Piaget: Analyzing Card Games for Understanding Concepts.
Language: English
Authors: Weisskirch, Robert S.
Peer Reviewed: N
Page Count: 12
Publication Date: 2003
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Active Learning, College Students, Context Effect, Developmental Psychology, Instructional Effectiveness, Piagetian Theory, Theory Practice Relationship
Geographic Terms: U.S.; California
Abstract: Students who take developmental psychology courses have difficulty applying theoretical concepts to situations separate from the context of theory. When learning about Piagetian theory, students often confine their understanding to demonstrations of conservation tasks. Analyzing Card Games, an active learning activity, allows students to apply the stages of Piaget's theory of cognitive development to common card games. Students favorably rated this active learning exercise, indicating that the exercise deepened understanding of the concepts. (Author)
Notes: Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).
Journal Code: RIEMAY2004
Entry Date: 2004
Accession Number: ED481012
Database: ERIC
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  Availability: 0
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  Data: Dealing with Piaget: Analyzing Card Games for Understanding Concepts.
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  Data: Students who take developmental psychology courses have difficulty applying theoretical concepts to situations separate from the context of theory. When learning about Piagetian theory, students often confine their understanding to demonstrations of conservation tasks. Analyzing Card Games, an active learning activity, allows students to apply the stages of Piaget's theory of cognitive development to common card games. Students favorably rated this active learning exercise, indicating that the exercise deepened understanding of the concepts. (Author)
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  Data: Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).
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        PageCount: 12
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      – SubjectFull: College Students
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      – SubjectFull: Context Effect
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      – SubjectFull: Developmental Psychology
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      – SubjectFull: U.S.; California
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