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%CONCRETE OPERATIONAL SCIENCE RELEVANT EXPERIENCES+790602
%FORMAL THEORY LAW TEXT LAB PIAGET 790602
Many theoretically oriented science teachers are
unaware of the need of their students for concrete
operational experiences with actual physical objects.
Such teachers are inclined to describe in a very sketchy
way the nature of an experiment and the abstractions which
follow from the observations---and then immediately move
to a theoretical explanation of the result of the
experiment. This often is done without benefit of
experimental equipment. Not even the teacher does the
experiment, much less do all students get direct concrete
operational experience. Only those few students who have
already reached a high level of formal operational
thought---benefit from such theoretical science
presentations. At best the concrete operational students
learn to give some formal definitions of technical terms,
to write down some equations, and to plug numerical values
into such prescribed equations. Most students internalize
a very distorted image of the scientists' visions,
fantasies, and adventures. The traditional instruction
process gives them an image of the scientists as a non-
personal personal authority; i.e., a non-personal "human
being" who is a source of authority. This image obscures
the central role of experimentation as the ultimate
authority in science, with due recognition to the roles of
the scientists in perception, interpretation, selection,
etc.
Higher level science education will be relatively
unsuccessful until there is greater emphasis upon concrete
operational science relevant experiences in the earlier
developmental stages of children---beginning in the womb
and continuing through birth, infancy, and early
childhood. Theoretical scientists need to have some
concrete operational experiences which at a gut level
convince them of the need for concrete operational science
relevant experiences. Not even theoretical scientists are
sufficiently mature to fully appreciate the need for such
concrete operational experiences---if all they have to
work with are theoretical statements and second-hand
reports of others' experiences. Such theoreticians are
still at the concrete operational stage of their
understanding of the educational process, but are not
mature enough to see their own stage of development with
formal clarity.
(c) 2005 by Paul A. Smith in
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