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Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi / 2026 / Cilt: 52 Sayı: 2

A Review on the Neo-Piagetian Theory of Cognitive Development

Bilişsel Gelişime Yeni Piagetci Yaklaşıma İlişkin bir Değerlendirme

Gülşah Sevinç(EĞİTİM FAKÜLTESİ)0000-0003-3623-8830
Pages
611–631
Publication Date
2019-08-01
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

They are also of high importance in that they provide information about the way a more effective learning is performed and elucidate the learning process in cases where special education is necessary.

📌 3 Key Takeaways

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Objective & Hypothesis:The main objective of this study is to provide a review on the postulates of Neo-Piagetian theorists who provided answers to the criticism aimed at the theoretical perspective of Piaget in terms of cognitive development as they worked to eliminate the weaknesses associated with that theory.
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Key Findings & Data:This study includes the perspectives of Neo- Piagetian theorists such as Robbie Case, Juan Pascual-Leone and Andreas Dimitrou as they came up with their ways of making up for the criticism aimed at the basic elements of Piaget’s theory of cognitive development.
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Conclusion & Impact:They are also of high importance in that they provide information about the way a more effective learning is performed and elucidate the learning process in cases where special education is necessary.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Yeni Piagetciler · bilişsel gelişim · evreler

Abstract

The main objective of this study is to provide a review on the postulates of Neo-Piagetian theorists who provided answers to the criticism aimed at the theoretical perspective of Piaget in terms of cognitive development as they worked to eliminate the weaknesses associated with that theory. This study includes the perspectives of Neo- Piagetian theorists such as Robbie Case, Juan Pascual-Leone and Andreas Dimitrou as they came up with their ways of making up for the criticism aimed at the basic elements of Piaget’s theory of cognitive development. Besides, it discusses the contribution of these theorists to developmental and educational psychology. The studies conducted by Neo-Piagetian theorists not only offers favourable solutions for the educators while preparing training programs for children, but also provides valuable data for the development of assessment tools for students. They are also of high importance in that they provide information about the way a more effective learning is performed and elucidate the learning process in cases where special education is necessary.

Özet

Bu çalışmanın temel amacı Piaget’nin bilişsel gelişime ilişkin kuramsal yaklaşımına yöneltilen eleştirilere karşılık ortaya çıkan ve kuramın zayıf yönlerini gidermeyi hedefleyen Yeni Piagetcilerin önermelerini derlemektir. Bu kapsamda Piaget’nin bilişsel gelişime ilişkin yaklaşımı ile Yeni Piagetcilerin bakış açısı arasındaki benzerlik ve farklılıkları ortaya koymak ve yeni Piagetcilerin yaptıkları araştırmaların eğitim ortamları için doğurgularını yansıtmak bu çalışmanın amaçları arasındadır. Bu çalışma dahilinde bir evre kuramcısı olan Piaget’nin doğumdan ölüme kadar bireyin geçtiği bilişsel gelişim aşamaları gibi en çok öne çıkan önermelerine gelen eleştirilere Robbie Case, Juan Pascual-Leone ve Andreas Dimitrou gibi Yeni Piagetcilerin getirdiği yeni yaklaşım ele alınmakta ve bu kuramcıların gelişim ve eğitim psikolojisi açısından değerli katkıları tartışılmaktatır. Yeni Piagetcilerin çalışmaları çocuklarla çalışan eğitmenlerin eğitim programlarını düzenleme aşamasında değerli katkılar sağladığı kadar öğrencilerin değerlendirilmesine yönelik araçların geliştirilmesi aşamasında da önemli veriler sunmaktadır. Ayrıca öğrenmenin nasıl daha etkili bir şekilde gerçekleşebileceğine dair bilgi sağlamaları ve özel eğitim gerektiren durumlardaki öğrenmeye dair açıklamalar getirmeleri açısından da oldukça önemlidir.

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Cite This Article

Sevinç, G. (2019). A Review on the Neo-Piagetian Theory of Cognitive Development. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Cilt: 52 Sayı: 2, 611–631. https://doi.org/10.30964/auebfd.470159

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