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    Cognitive Learning Theory

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    Ews Winson
    Cognitive learning theory focuses on the mental processes involved in learning. It posits that learning results from internal mental activity rather than external stimuli. The learner is an active participant who constructs their own understanding. Key theorists include Piaget, Bloom, Bruner, and Ausubel. Piaget identified developmental stages in learning. Bloom's taxonomy outlines cognitive skills from lower-order to higher-order thinking. Bruner emphasized conceptual understanding through different modes of thinking. Ausubel stressed meaningful learning through relating new concepts to prior knowledge.

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    Cognitive Learning Theory

    Uploaded by

    Ews Winson
    445 views43 pages
    Cognitive learning theory focuses on the mental processes involved in learning. It posits that learning results from internal mental activity rather than external stimuli. The learner is an active participant who constructs their own understanding. Key theorists include Piaget, Bloom, Bruner, and Ausubel. Piaget identified developmental stages in learning. Bloom's taxonomy outlines cognitive skills from lower-order to higher-order thinking. Bruner emphasized conceptual understanding through different modes of thinking. Ausubel stressed meaningful learning through relating new concepts to prior knowledge.

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    cognitivism

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    cognitivism

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    Cognitive learning theory focuses on the mental processes involved in learning. It posits that learning results from internal mental activity rather than external stimuli. The learner is an active participant who constructs their own understanding. Key theorists include Piaget, Bloom, Bruner, and Ausubel. Piaget identified developmental stages in learning. Bloom's taxonomy outlines cognitive skills from lower-order to higher-order thinking. Bruner emphasized conceptual understanding through different modes of thinking. Ausubel stressed meaningful learning through relating new concepts to prior knowledge.

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    Download as ppt, pdf, or txt
    445 views43 pages

    Cognitive Learning Theory

    Uploaded by

    Ews Winson
    Cognitive learning theory focuses on the mental processes involved in learning. It posits that learning results from internal mental activity rather than external stimuli. The learner is an active participant who constructs their own understanding. Key theorists include Piaget, Bloom, Bruner, and Ausubel. Piaget identified developmental stages in learning. Bloom's taxonomy outlines cognitive skills from lower-order to higher-order thinking. Bruner emphasized conceptual understanding through different modes of thinking. Ausubel stressed meaningful learning through relating new concepts to prior knowledge.

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    COGNITIVE LEARNING THEORY

    Basis and Focus


    Basis: Principles of cognitive psychology

    Focus: Role of cognitive processes in learning

    Focus
    The mental processes involved in learning:
    Observing, categorizing, forming generalizations to make sense of the information provided

    Main Assumptions

    Learning results from internal mental activity and not from externally imposed stimuli

    The learner comes with knowledge, skills and related experiences to the learning situation

    Role of the Learner


    Active participant in the learning process, using various strategies to process and construct their personal understanding of the content to which they are exposed

    Piaget, Bloom, Bruner, Ausubel

    Each of these psychologists focused on different cognitive conditions that impact on learning

    Jean Piaget
    Constructed models of child development and the learning process Identified 4 developmental stages and the cognitive processes associated with each of them

    Developmental Stages
    Sensory-motor - understands his environment through the basic senses Intuitive /Pre-operational - Thoughts more flexible, memory and imagination begin to play a part in learning, capable of more creativity

    Concrete Operational Can go beyond the basic information given, but still dependent on concrete material and examples to support reasoning Formal Operational Abstract reasoning becomes increasingly possible

    Accommodation
    Accommodation The process by which we modify what we already know to take into account the new information

    Assimilation
    The process by which new knowledge is changed / modified / merged in our minds to fit into what we already know

    Equilibration
    The balance between what is known and what is currently being processed, mastery of the new material

    Implications for the Classroom


    Learning is the process of relating new information with what was previously learnt
    Learning is cumulative

    Implications

    Learners should be assigned tasks that are age and stage appropriate

    Blooms Taxonomy

    Identifies and describes, in hierarchical order, the cognitive processes involved in learning

    Implication for Teaching


    Use verbs aligned to the taxonomy to plan lessons that would ensure that learners cognitive skills develop from LOTS to HOTS

    Revised Taxonomy
    The original taxonomy has now been revised to make provision for the new knowledge and skills that now exist as a result of the integration of web 2.0 tools in teaching

    Original and Revised Taxonomies

    Bloom (Rev.) and Web 2.0

    Jerome Bruner - Focus

    Development of conceptual understanding, cognitive skills and learning strategies rather than the acquisition of knowledge

    Bruners Focus

    Teaching Approach - Learners should be encouraged to discover solutions via appropriate tasks which require the application of relevant critical thinking skills

    Bruner Modes of Thinking

    Extended aspects of Piagets theory. He identified three ways in which learners process information

    Enactive Level learning takes place via direct manipulation of objects and materials

    Iconic Level Objects are represented by visual images and are recognized for what they represent

    Symbolic Level Learning can take place using symbols, objects and mental images. Language is used to represent thoughts and experiences

    Implications for Teaching

    Providing opportunities for learners to be actively engaged in making sense of the language input, through meaningful tasks

    Providing opportunities for learners to develop the ability to analyze the language, make generalizations about rules, take risks in trying out the language, and to learn from errors

    Catering for interaction of learner with curriculum material and the learning environment
    Catering for the three modes of thinking (Bruner)

    The Spiral Process: The cumulative nature of learning requires frequent opportunities for reviewing previously learnt material even as new material is introduced.

    David Ausubel - Focus


    Stressed the importance of active mental participation in meaningful learning tasks
    Learning must be meaningful to be effective and permanent

    Made a distinction between meaningful learning and rote learning Meaningful Learning relatable to what one already knows so it can be easily integrated in ones existing cognitive structure

    Rote Learning the material to be learnt is not integrated / subsumed into an existing cognitive structure but learnt as isolated pieces of information

    Implications for Classroom


    Teacher has to enhance the meaningfulness of new material to increase the chances of its being anchored to what is already known

    New material must be organized to be easily relatable to what is already known


    New material must be appropriately sequenced to facilitate integration

    Use of advance organizers. These facilitate the learning process by providing ideas to which the new knowledge can be attached

    Advance Organizers
    Introductory material presented in advance of the new material

    Information that activates relevant background knowledge

    Advance Organizers
    Material that orients learners to the subject matter and relates new learning to what is already known Can take the form of textual material, pictures, titles, topic summaries, questions

    Attention should be given to:


    The need to organize and structure meaningful learning activities. The requirements of the task must be appropriate to the developmental stage (Piaget, Bruner) and allow for the development of HOTS (Bloom)

    Moving from LOTS to HOTS

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