Zmožnost konzervacije in seriacije na prehodu iz predoperativne stopnje v stopnjo konkretno logičnih operacij : diplomska naloga

Zadnikar Rupnik, Daša (author), Krnel, Dušan (mentor)

V diplomski nalogi sem se v teoretičnem delu podrobneje posvetila Piagetovi teoriji s področja mišljenja otrok. Opisala sem štiri stopnje razvoja mišljenja, kot jih je opredelil Piaget. Posvetila sem se miselnima operacijama, ki sta značilni za prehod iz predoperativne stopnje v stopnjo formalno logičnih operacij, in sicer konzervaciji in seriaciji. Povzela sem nekatere kritike Piagetove teorije in opisala uporabo Piagetove teorije v vzgoji in izobraževanju. Del diplomske naloge sem namenila naravoslovju in naravoslovnim postopkom, ki so bili uporabljeni v empiričnem delu diplomske naloge, ter opisala konstruktivizem in kognitivni konflikt kot strategijo učenja zgodnjega naravoslovja. V empiričnem delu sem predstavila raziskavo, ki sem jo izvedla v vrtcu in 1. razredu osnovne šole, med otroki starimi od 5 let in 4 mesecev do 7 let in 4 mesecev. Z različnimi nalogami piagetovskega stila sem ugotavljala, ali imajo udeleženci že razvite zmožnosti za reševanje nalog konzervacije in seriacije, tj. ali so že dosegli stopnjo konkretno logičnih operacij. Zanimalo me je predvsem, ali so starosti, ki jih je navajal Piaget, veljavne tudi v današnjem času. Rezultati raziskave na vzorcu opazovanih otrok so pokazali, da kar 50 % opazovanih otrok uspešno reši vse naloge konzervacije in nalogo seriacije. Rezultati uspešno rešenih vseh nalog in rezultati uspešno rešenih posameznih nalog konzervacije in naloge seriacije so pokazali, da je starost otrok, ki uspešno rešijo navedene naloge, nižja od starosti, ki jo je predvideval Piaget.

• Language: Slovenian
• Keywords: Piagetova teorija kognitivnega razvoja, razvoj mišljenja, naravoslovje, konstruktivizem
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [D. Zadnikar Rupnik]
• Year: 2016
• Number of pages: VII, 91 f.
• PID: 20.500.12556/RUL-84667
• UDC: 373.2.016:5(043.2)
• COBISS.SI-ID: 11121737
• Publication date in RUL: 09.09.2016

Secondary language

• Language: English
• Title: The ability of conservation and seriation in the transition from the pre-operational stage to the stage of concrete logical operations

Abstract

In the theoretical part of the thesis I closely addressed the Piaget's theory from the field of children's thinking. I described four stages of cognitive development as defined by Piaget. I focused on cognitive operations which are characteristic of the transition from the pre-operational stage to the stage of concrete logical operations, namely conservation and seriation. I summarized certain reviews of the Piaget's theory and described the use of the Piaget's theory in education. A part of the thesis was dedicated to science and scientific skills which had been in the empirical part of the thesis, and described constructivism and cognitive conflict as a learning strategy for beginner’s science. In the empirical part I presented the survey I conducted in kindergarten and in the 1st grade of primary school, between children aged from 5 years and 4 months to 7 years and 4 months. With a variety of tasks of the Piaget style, I considered whether participants have already developed capacity to solve the tasks of conservation and seriation, i.e. if they reached the stage of concrete logical operations. I wanted to know in particular, if the ages described by Piaget are valid today. Research results of observed sample of children have shown that 50 % of observed children successfully solve all tasks of conservation and seriation. The result of all tasks successfully solved and the results of successfully solved individual conservations tasks and the seriation task showed, that the age of the children, which successfully solve all of the above mentioned tasks is lower that the age, assumed by Piaget.

• Keywords: Jean Piaget