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Piaget식(式) 과제수행(課題遂行)과 관련(關聯)된 변인(變因)에 대한 국내논문(國內論文)의 메타 분석(分析)
김덕환 ( Uk Hwan Kim ),김경배 ( Kyeong Bae Kim ),구병두 ( Byung Doo Ku ) 건국대학교 교육연구소 1991 교사와 교육(구 교육논집) Vol.15 No.-
Investigations as recent as those of Cohen and Cohen(1980) Piburn(1977), Maccoby and Jacklin(1974), Ernest (1974), and Thorndike(1973) indicated that males and females have not yet achieved equal competence m academic performance It is understood that the academic performance greartly depends on cognitive development If there are cognitive differences between the sexes and ages, then understanding the process of then development is important One of the most complete and systematic theories of cognitive development that could be addressed in this regard is that of Piaget`s But in his own research Piaget has shown little concern with sex difference It is worthwhile to synthesize the findings of other reseach dealt with Piagetian tests that provide data such difference m performance of school-aged boys and girls The one purpose for this synthesis, thereforre, was to determine the magnitude and direction of gender related differences of performance in Piaget-like tasks, throughout the studies undertaken in Korea The 110 studies were treated here The second purpose for this synthesis was to determine the magnitude and direction of age-related differences by examming such variable as conservation, spatial concept, causality, logical thinking, classification The result of this study was found that there are small sex-related difference(mean Effect Size equals 140) and with the exception of causality these differences tend to favor males m most domains of Piagetian logical functioning In terms of academic achievements, boys outperformed girls One implication based on the findings of our synthesis for the future studies m cognitive functioning appears to be the importance of sample characteristics and the type of the tasks involved m explaining the variation of effect size. The poor quality of many studies and the failure to provide adequate information on sampling procedures and other aspects of experimental design might be responsible for the small effect size A more precise categorization of the studies with respect to quality may in the future studies yield stronger results