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Tma 6 Instruction

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Submitted By kinghomo12
Words 388
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TITLE (15)
ABSTRACT (150)
INTRODUCTION (700) 1. Reason and Aim of this study 2. The importance of understanding cognitive development in children 3. How children’s understanding why objects float or sink (Selley’s view – each hypothesis[1, 1A, 2, 3, 4]) 4. Linkage of this progression to relevant theories a. Piaget’s theory (schema, assimilation, dis-equilibration, accommodation, stage of development) b. Vygotsky’s theory (Language, zone of proximal development, scaffolding) c. How these two theories related to Selley’s view 5. Focus on present study (Hypotheses were not required)
METHOD (200) [use the material presented in Section 4 and Section 5.1 of the project booklet] 1. How the children were filmed 2. How rapport was built 3. The objects used 4. The questions asked in the series of stages 5. The attributes of the two children
Results (400) 1. Describe the data 2. Comparison * Compare the causal codes that Daniel used in stage 2, 5 and 6/7. * Compare the causal codes that Jessica used in stage 2, 5 and 6/7. * Compare the causal codes that Daniel and Jessica used at stage 2 * Compare the causal codes that Daniel and Jessica used at stage 5 * Compare the causal codes that Daniel and Jessica used at stage 6/7 * Possible alternative 1: Compare, for each participant, the effectiveness of stage 3, effectiveness of stage 6/7 and effectiveness of stage 8 * Possible alternative 2: Compare the two participants at stage 3, at stage 6/7 and at stage 9.
DISCUSSION (450) 1. Whether the children seem to be constructing an understanding of why objected floated or sank 2. Whether each of cognitive conflict and social scaffolding is equally effective in assisting children to achieve better cognitive understanding 3. Whether there is a progression in the way children through about why objects floated or sank and if there was such a progression, whether it conforms to what Piaget has proposed 4. Whether each of cognitive conflict and scaffolding is equally effective a. Effectiveness of cognitive conflict b. Effectiveness of scaffolding 5. Limitations (sample size, age setting, kind of questions asked, the way the questions were asked…etc.)
CONCLUSION (50) 1. Sum up the main result obtained 2. The implication for theorizing on the topic
REFERENCES
APPENDIX 1. Completed data sheet for each participant 2. Any other brief summaries of the data

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