Upload
meryl-clarke
View
228
Download
0
Tags:
Embed Size (px)
Citation preview
PIAGEPIAGETTCONSERVACONSERVA
TIONTION
and the theory ofand the theory of
Piaget’s Stage TheoryPiaget’s Stage Theory**
Sensori-motor StageSensori-motor Stage
Preoperational StagePreoperational Stage
Concrete Operational StageConcrete Operational Stage
Formal Operational StageFormal Operational Stage
OBJECT PERMANENCE
CONSERVATION
(Birth to two years)the first signs of intelligence appear in infants’ sensory perceptions and physical actions, as the baby deals with the immediate world
(2 to 7 years)children develop the ability to use representations and symbols in thought, but thinking is still illogical compared to adult thought
(7 to 11 years)children are able to “think systematically, but only when they can refer to concrete objects and activities”
(11 years to adulthood)children become able to think “systematically on a purely abstract and hypothetical plane”
* Definitions and quotations come from Crain 113 and Pulaski 19.
What isCONSERVATION?
“the awareness that a quantity remains the same despite a change in its appearance”*
(*Evans, xxxi)
==
OPERATIONAL STAGE:Identity Compensation Inversion
Why is mastery of conservation theTRANSITION
between the preoperational and operational stages?
Nothing has been added or
subtracted
The differences cancel each
other out
The act can be undone
==
PREOPERATIONAL STAGE:•Focuses on one dimension
One has more because it’s taller, or the other has more because it’s wider
What’s
the Missing Piece?
Where do kids
get confused?
WHY CAN’T CHILDREN IN PIAGET’S PREOPERATIONAL
STAGE CONSERVE?
CAN CHILDREN IN THIS STAGE BE TAUGHT TO
CONSERVE?
QUESTIONS
CHILDREN AGES
Joseph Chanoine 6;11
Cintya Orozco 6;7
G. P. Cole 5;9
T.J. Gulledge 5;9
Cecilia Weigel 5;7
Ali Killian 5;7
Christopher Capezzuto 5;6
Thomas Levonius 5;2
St. Therese’s Afternoon Kindergarten ClassSt. Therese’s Afternoon Kindergarten Class
Setting:Setting:
Limitations:Limitations:
* 2:00 to 3:00 PM every afternoon for about two and a half weeks
* A table and two chairs in a small empty office
* Time restraints
* Only 8 children
* Varying ages
Assumptions:Assumptions:* Communication skills
* Honesty
* Cooperation
0%
DATA FORM, Pre-assessment stageChild’s Name: ___________________ Child’s Age: _______________
1. Sit next to the child. Make sure child’s name is recorded on the data form.2. Place two identical clear plastic cups on the table or desk in the workspace. 3. Ask, “Do you see these two cups?” YES NO “Are they the same size?” YES NO4. Show the child two identical small bottles of water. Ask “Do you see these two bottles of water?” YES NO“Are they the same size?” YES NO“Do they have the same amount of water in them?” YES NO5. Pour the water from one bottle of water into the blue cup. Ask, “Do you see me pouring the water from this bottle into the blue cup?” YES NOShow the child the empty water bottle. Ask, “Did I pour all the water from the bottle into the cup?” YES NO6. Pour the water from the other bottle of water into the pink cup.Again ask, “Do you see me pouring the water from this bottle into the pink cup?” YES NOShow the child the empty water bottle. Ask, “Did I pour all the water from the bottle into the cup?” YES NO7. Ask the child, “Does the blue cup have more water than the pink one or does the blue cup have less water than the pink one, or does the blue cup have the same amount of water as the pink one? _______________________________8. Show the child the different cup. Ask, “Do you see this white cup?” YES NO Ask “Is this white cup bigger or smaller than these other cups or is this white cup the same size as the other cups?” __________________________________9. Take the pink cup of water and pour the water into the white cup. Ask, “Do you see me pouring the water from the pink cup into the white cup?” YES NO Show the child the empty cup. Ask, “Did I pour all of the water from the pink cup into the white cup?”
YES NO10. Show the child the two cups containing water. Ask, “Does this white cup contain more water than the blue cup, or does the white cup contain less water than the blue cup, or does the white cup contain the same amount of water as the blue cup?”_______________________________Ask “How do you know that?” ___________________________________________________________________________________________________
11. Thank the child.
PART 1: THE PART 1: THE PRE-ASSESSMENT PRE-ASSESSMENT
STAGESTAGE
* To make sure none of the children can conserve
100%
PINKBLUE WHITEOne of the children initially said that the amounts were equal, but when asked why, he changed his mind and said that the white cup had more water.
PART 2: ASSESSING CHILD’S PART 2: ASSESSING CHILD’S UNDERSTANDING OF “MORE”, “LESS” UNDERSTANDING OF “MORE”, “LESS”
and “SAME”and “SAME”* To make sure that the children do not fail to conserve because they do not understand the terms used in the questions
Do you have more blocks or do I have more blocks or do we have the same amount of blocks?
PART 2, CONTINUEDPART 2, CONTINUED
Which pile of blue blocks has
more blocks than you have?
4 5 6
Which pile of blue blocks has less blocks than
you have?
Which pile of blue blocks has
the same amount of
blocks as you have?
Can you make a pile of green blocks that has less blocks than the pile of blue blocks?
PART 2, CONTINUEDPART 2, CONTINUED
Can you make a pile of blue blocks?
Can you make a pile of green blocks that has the same amount of blocks as the pile of blue blocks?Can you make a pile of green blocks that has more blocks than the pile of blue blocks?
7
1
9 of 98 of 9
Understanding Terms Understanding Terms ““More”, “Less” and “Same”More”, “Less” and “Same”
Conclusion: The children understood the terms “more,” “less,” and “same” when used to compare two quantities.
Methods for comparing blocks
countedlined up stacked
33StackedStacked
11Lined upLined up
44CountedCounted
“How do you know it’s less?”“Because seven to thirteen.”
“I’ll make a straight line of them with the green blocks and blue
blocks.”
“I’m going to see by piling them up the same way the green are
piled up.”
“You mean the same height?”“I mean the same amount.”
PART 3: BASIC CONSERVATIONPART 3: BASIC CONSERVATION
• To assess the child’s ability to do the basic conservation task with solid objects that will not change shape when moved from container to container
• To determine at what particular step in the conservation task the child gets confused
• To determine whether conservation can be taught if it is broken up into a series of small steps
PART 3, CONT.PART 3, CONT.How many blue blocks are there?
How many green blocks are there?
Are there more blue blocks or more green blocks or are there the same amount of green blocks and blue blocks?
Are there more blocks in the blue cup or more blocks in the pink cup or are there the same amount of blocks in the blue cup and in the pink cup?
Are there more blocks in the blue cup or more blocks in the pink cup or in the white cup or are there the same amount of blocks in the blue cup and in the white cup?
Three blue blocks and three green blocks
Six red candies and six yellow candies
PART 3, CONT.PART 3, CONT.
Procedure was repeated with. . .
12 red and 12 yellow candies
2 piles of 20 beans each
Results for Beans and RiceChild Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
Cup of beans
Same More in white cup; less in blue cup
Same Same Same More in white cup
Same Same
Reason Cause I just measured with my eyes and I’m smart and super silly too
White is “to here” and this one is “to here”
We did the pink cup so it’s the same; it’s higher because it’s smaller so they all get piled up and this other one is wider
B/c I knew that all the time—all my life
I just know
Looks like more
I don’t know
I still remember—I remember they’re the same size
Cup of Rice
It looks taller but the same amount
More in white cup
Same Same Same More in white cup
Same Same
Reason ‘cause when it came out it was the same—it looks the same
“this one’s taller; this one’s smaller”
B/c they’re the same rice and this white cup is skinnier so it’s bigger but this one is more wider
B/c I knew that all the time
I just know
Looks like it
B/c you have the same amount of rice
I remember
Repeat the Basic Conservation Task with WaterRepeat the Basic Conservation Task with Water
Will children be able to conserve water now that they have conserved the other things?
Hypothesis: Children who were able to conserve the beans and rice will be able to conserve water.
====
PART 3, CONT.PART 3, CONT.
Are there the same amount of beans in both of these cups?
Are there more beans in the pink cup or more beans in the blue cup or are there the same amount of beans in the blue cup and the pink cup?
==
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
Beans/Rice
Same/ It looks taller but the same amount
More in white cup/ More in white cup
Same/Same Same/ Same
Same/
Same
More in white cup/ More in white cup
Same/
Same
Same/
Same
Reason Cause I just measured with my eyes/ when it came out it was the same
White is “to here” and this one is “to here”/ “this one’s taller; this one’s smaller”
it’s higher because it’s smaller and this other one is wider/ this white cup is skinnier so it’s bigger but this one is more wider
I knew that all the time/ I knew that all the time
I just know/I just know
Looks like more/
Looks like it
I don’t know/ you have the same amount of rice
I remember they’re the same size/ I remember
Water More in white cup
More in white
More in white White has more
More in white
More in white cup
Same; no, white has more
Same; no, white has more
Reason B/c the white cup is smaller and there’s more water in it
This one’s all the way to here, this one’s to here
It’s skinnier and it’s almost full
B/c I knew that all my life
It’s over-flowed
It looks like it
Look at it—it’s huger
I still remember— I remember it has more
BEANS/RICE vs. WATER
B/c the white cup is smaller
and there’s more water
in it
It’s skinnier and it’s almost full
PART 4: Final StagePART 4: Final Stage* To assess at what step during the conservation of water the children fail to conserve
Are these two bottles the same size? Do they have the same amount of water in them?
1 2321 2 3So, are all three of these bottles the same size? Do they all have the same amount of water in them?
PINK
3
BLUE
1
100% blue cup = bottle
100% pink cup = bottle100% pink cup = blue cup
100% pink cup = bottle = blue cup
PINK
3
BLUE
1
PART 4, CONT.PART 4, CONT.
50%blue cup = bottlepink cup = bottleblue cup = pink cupblue cup = bottle = pink cup
2
1
50%less water in blue cup pink cup = bottleless in blue cup
3
50%pink cup = bottleblue cup = bottlepink cup = blue cupblue cup = bottle = pink cup
50%less water in blue cup less in pink cup blue cup = pink cup
PINK
PART 4, CONT.PART 4, CONT.
BLUE
==Is there still the same amount of water in the blue cup and in the pink cup?
PINKBLUE WHITE
* Did I pour all of the water from the pink cup into the white cup?
* Did I add any water to the white cup that wasn’t in the pink cup?
* Did I take any water away from the white cup?
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
1 block Same Same Same Same Same Same Same same
Reason B/c 1 and one This one has 1, this one has 1
B/c look—one and one
B/c I counted them—one each
1 in each B/c there’s both 1
B/c it’s one and one
I can see
3 blocks Same, but different looking
Same Same Same Same Same Same same
Reason 2 standing up and a flat one and one standing up and two flat ones
This one has 3; this one has 3
B/c look—three and three
Same amount of blocks in each cup
Both have 3
B/c both 3 B/c 3 and 3—it’s pretty obvious
I just see
6 candies Same Same Same Same Same Same Same same
Reason B/c I counted them earlier
This one has 6; this one has 6
B/c look—6 in blue and 6 in white cup
B/c I counted them when I began with the candies
6 and 6 B/c they’re both 6
B/c 6 and 6 I still remember they’re the same as each other
12 candies Same Same Same Same Same Same* Same same
Reason B/c I counted them earlier again
This one is 12, this one is 12
B/c there’s 12 in here and 12 in here
B/c I already knew that—in my whole life I knew about candies
Both are 12
Don’t know why
B/c it’s 12 red and 12 yellow
I still remember
20 beans Same Same Same Same Same Same Same same
Reason B/c I counted them earlier—the third time—you hear me?
This one has 10, this one has 10
B/c we already did pink so it’s the same
I knew that every time you pour you have the same amount when you begin and when you end
Both have 21**
B/c both 12*
B/c 21 beans and 21 beans**
I still remember
This one has 6; this one
has 6.
20 beans
Same Same Same Same Same Same Same Same
I knew that every time you pour you have the same amount when you begin and when you end.
*/ ** See notes at end of presentation
More in WhiteMore in BottleSame55
11
22
More in blueMore in BottleSame 44
33
More in blueMore in WhiteSame
3355
Water with divider vs.
Water without divider
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
Water with Divider
Same White has more
Same Same More in white cup
More in white cup
White cup has more
More in white; less in blue
Reason B/c it had the same amount in the bottles
White taller, blue smaller
B/c this is smaller and skinnier and this is fatter and larger
I still don’t know how
I don’t know
B/c it looks like it
I don’t know
I can see it
Final water answer
Same More in white cup
Same Same Same—no, more in white cup
More in white cup
White has more than blue
More in white; less in blue
Reason White looks taller but it’s the same
It’s taller (level)
B/c this is smaller and this is larger
I still don’t know
I don’t know
B/c it looks like it
No reason
I can see it
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
First water answer
Less in the blue cup
Blue is less; white is more
More in white; less in blue
More in white*
More in white
Blue has less
Blue cup has less
More in white
Reason B/c I was just watching – it’s a smaller cup but it has bigger water in it
Level on white is higher
The white one is smaller [level]; the blue one is bigger [level]
B/c the white cup is higher than the blue cup
I just know
No reason
Because it’s smaller—I don’t know
B/c, um, the water in the blue cup is down to here and the water in the white cup is up to here
Final water answer
Same More in white cup
Same Same Same—no, more in white cup
More in white cup
White has more than blue
More in white; less in blue
Reason White looks taller but it’s the same
It’s taller (level)
B/c this is smaller and this is larger
I still don’t know
I don’t know
B/c it looks like it
No reason
I can see it
FIRST AND FINAL ANSWERS COMPAREDFIRST AND FINAL ANSWERS COMPARED
First said “same—because I know stuff about water” then changed his mind and said “Oh, the white cup is higher than the blue cup so there’s more water in white.
CONCLUSION:
WHAT WHAT A A
SMART SMART GUY!GUY!
St. Therese AcademyEspecially
Mrs. Thomas, Head of SchoolMrs. Limon, Kindergarten Teacher The Afternoon Kindergarten Class:
Christopher CapezzutoJoseph Chanoine
G. P. ColeT.J. Gulledge
Ali KillianThomas Levonius
Cintya OrozcoCecilia Weigel
Karen Thomas and
Julia ArrambidezFor their chauffeur services
Special Thanks To:
Notes on data in chart on Slide 20:
* She had trouble with 12 candies—she said the pink cup had more than the blue cup so we backtracked and asked, “How many candies are in the pink cup? How many candies are in the blue cup? Are there more candies in the pink cup or in the blue cup?” After re-asking the question, she answered that the amounts were the same. Also, she did only 12 instead of 20 beans because she had trouble counting only 12 candies.
** s/he thought each pile had 21 beans