Piaget's and Perry's theories

Here are some theories I have studied from the book Wankat, P. C.  & Oreovicz, F. S. Teaching Engineering. Purdue University (chapter 14):

Two theories of cognitive development which have been the most influential in the education of scientists and engineers are Piaget’s theories of childhood development and Perry’s theory of development of college students. Both theories states "that students cannot learn material if they have not reached a particular level of development. Attempts to teach them material which they are unable to learn leads to frustration and memorization."

Piaget’s theory (Wankat & Oreovicz, chapter 14)

According to Piaget’s theory, intellectual development takes place in four distinct periods.

- the sensorimotor period: from birth to about two years of age

- the preoperational period: from two to seven years of age

- the concrete operational stage: from seven to eleven or twelve / adulthood ("Most current estimates are that from 30 to 60 percent of adults are in the concrete operational stage.")

- the formal operational stage: may start as early as age eleven or twelve, but often later (for example engineering education requires formal operational thought)

In my opinion, Piaget's theory is useful to explain why many people find, for example, engineering sciences impossible to learn. However, I think this theory is too simple since it doesn't take into account motivation and interest in learning process. Piaget has also been criticized that he didn't recognize the importance of specific knowledge in problem-solving skills.

Perry's theory of development of college students (Wankat & Oreovicz, chapter 14)

"Perry’s model is concerned first with how students move from a dualistic (right versus wrong) view of the universe to a more relativistic view, and second, how students develop commitments within this relativistic world."

Source: Wankat, P. C.  & Oreovicz, F. S. Teaching Engineering. Chapter 14. Purdue University.