A Facet Model of the Logical Operational Structures of Piaget's Theory : Guttman's Facet Design applied to Piaget's Theory

Sammanfattning: This thesis explored whether the complex structure of Piaget's theory of operational thinking could be synthesized into a facet model by means of facet design. The aims were: (1) to deduce from detailed conceptual analyses of 12 of Piaget's classical experiments the essential parts of the operational structures (Study I); (2) to explore the internal structure of his constructs in terms of a mapping sentence (Study II); (3) to study the hierarchical structure of the interrelationships between the constructs (Study III); and (4) to apply the facet model in the development of test items (Study II and IV).Guttmanís facet design was used in three theoretical studies. Based on Piaget's reports a differentiated classification facet model was elaborated in the form of a mapping sentence consisting of two content facets, Conceptual Instrumentalities and Cognitive Strategies. They were deduced representing the operational systems and the corresponding reasoning strategies. Elements, characterizing these systems of each stage for each facet, were deduced. A hierarchical facet model was elaborated demonstrating the successive acquisition of the operational systems. The structuples, i.e. combinations of elements taken one from each facet, formed the conceptual basis of item construction. In the empirical part of this work 22 items in multiple-choice format, carrying information in each response option, were given to 4 samples of Swedish students. Fifteen items for Grades 3 and 4, and 18 items for Grades 7 and 8 showed acceptable fit to the measurement model, the partial credit model. The overall mean-square fit statistics were in accordance with the model expectations. It was concluded that facet design is a valuable tool for developing a definitional framework of precise clarifications of the complexity of the structures of Piaget's theory. The use of structuples opens up new conceptual possibilities in item construction allowing all response options to carry information about the hypothetical reasoning strategies behind the child's choice of response alternative.