CONCRETE OPERATIONAL STAGE OF PIAGET’S COGNITIVE DEVELOPMENT THEORY: AN IMPLICATION IN LEARNING GENERAL SCIENCE

Safdar Rehman Ghazi; Karim Ullah

Safdar Rehman Ghazi Director IER, University of Science & Technology, Bannu, KP, Pakistan
Karim Ullah M. Phil Scholar, IER, University of Science & Technology, Bannu, KP

Keywords: Piaget’s Theory, Concrete Operational Stage, General Science, Urban, Rural.

Abstract

This research study was conducted with the aim to apply Concrete Operational Stage (7-11 years) of Piaget’s Cognitive development theory in learning general science. Objectives of the study were to apply Concrete Operational Stage of Piaget’s Cognitive development theory and to compare academic achievement of urban and rural students in the subject of general science falling in this Stage of theory. Sample of the study was comprised of two hundred students of age seven to eleven years. A self-developed test to measure the academic achievement of the students in the subject of general science was used as a research tool. Results of the study revealed that overall students falling in concrete operational stage of the Piaget’ theory have the ability to solve the problems in learning general science up to some extent as well as in rural and urban context. However, urban school students falling in Piaget’s concrete operational stage have better performance regarding the ability and to solve the problems of Chemistry, Biology, and Physics in general science than the rural students. It is concluded that socio-cultural environment (rural vs. urban) have impact on Piaget’ concrete operational stage students in learning general science.