在本文的分析中，Mallon对皮亚杰的认知发展和科学教育的关系。她解释说，有三个维度的经验，皮亚杰认为可以解释认知发展。首先是社会经验，第二物理经验和最后一个逻辑数学经验。她指出，皮亚杰强调身体体验。Mallon接着阐明在科学老师，跟随皮亚杰的方向将保证学生有合适的每个水平的学生可能有许多材料。她指出，科学教师必须随时了解学生的材料和经验，是最有利的，在他或她的发展阶段。她解释说，青春期将不需要尽可能多的材料，因为他们可能已经习惯了在早年，因为青春期更能够找出某些事情口头上，将不需要一个操纵，以协助他们。Mallon说，它可以让学生有用的想出一些解决方案，然后测试他们的预测对象的使用。她补充说，大多数青少年有能力处理复杂的问题。她得出结论，科学教师必须让这种认知过程慢慢发展，而不是匆忙。这是一个很好的来源，任何科学教师寻找方法来提高他们的能力，以协助儿童的发展。
澳洲昆士兰论文代写:发展和科学教育
In this analysis, Mallon examines the correlation between Piaget’s cognitive development and science education. She explains that there are three dimensions of experience that Piaget suggests may account for cognitive development. The first being social experience, second physical experience and last logico-mathematical experience. She points out that Piaget places strong emphasis on the physical experience. Mallon then goes on to clarify that in science a teacher that follows the direction of Piaget will ensure there students have many materials that are developmentally appropriate for each level that the students may be. She states that the science teacher must be ready to acquaint the students to the materials and experiences that are most beneficial at his or her present development stage. She explains that adolescence will not need quite as many materials as they may have come accustomed to in early years, because adolescence are more capable of figuring out certain things verbally and will not need a manipulative to assist them. Mallon states that it can be useful to have the students come up with a number of solutions and then test their predictions using objects. She adds that most adolescence are competent enough to handle complicated problems. She concludes that science teachers must allow this cognitive process to slowly develop and not be rushed. This is an excellent source for any science teacher looking for ways to improve their ability to aid in the development of children.