During the 1920s, a biologist named Jean Piaget proposed a theory of

cognitive development of children. He caused a new revolution in thinking

about how thinking develops. In 1984, Piaget observed that children

understand concepts and reason differently at different stages. Piaget

stated children's cognitive strategies which are used to solve problems,

reflect an interaction BETWEEN THE CHILD'S CURRENT DEVELOPMENTAL STAGE AND

Research on cognitive development has provided science educators with

constructive information regarding student capacities for meeting science

curricular goals. Students which demonstrate concrete operational

thinking on Piagetian tasks seem to function only at that level and not at

the formal operational level in science. Students which give evidence of

formal operational thinking on Piagetian tasks often function at the

concrete operational level in science, thus leading researchers to

conclude that the majority of adolescents function at the concrete

operational level on their understanding of science subject matter. In a

study by the National Foundation of subjects in Piaget's Balance Task were

Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from

empirical return to the initial state, and that he is not compensating for

subject uses the same arguments to back up a conservation answer, he has

if future students are formed who are capable of production and

results, thinking, or attitudes of modern science. There develops a kind

several class sessions in which the students are engaged in "play" with

Inhelder, B., & Piaget, J. (1971). Mental imagery in the child. London:

Some common words found in the essay are:
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Approximate Pages = 6 (250 words per page double spaced)