Arnold B. Arons and
edited by Thomas C. Thaden-Koch and Robert G. Fuller
Arons and Karplus discuss how few students transition from concrete reasoning patterns to formal operations on Piagetian tasks. They infer that the educational system is not contributing significantly to intellectual development (abstract logical reasoning) and argue that explicit awareness of the problem, and measures to attack it, must begin in the colleges and universities. In particular, they note that these institutions educate teachers and can take the lead in addressing the issue.
Reprinted with permission in the conference proceedings from Arons & Karplus, "Implications of accumulating data on levels of intellectual development," American Journal of Physics, 44, 396 (1976).
Reprinted from Arons & Karplus, "Implications of accumulating data on levels of intellectual development", American Journal of Physics, 44, 1976, pp 396. Copyright 1976, American Association of Physics Teachers.
Published April 1, 1976
Last Modified May 12, 2012
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