Cognitivism Mindmap Rachel Hong (2021)
GOALS
Create an individual learns via mental mechanisms
Can recreate and adapt behaviour in different situations
Known Experts
Jean Piaget
Lev Vygotsky
3 Stages Processing
Sensory Memory
Working Memory
Long-Term Memory
Developmental Stage Theory
Children construct understanding through experience and discovery.
Child-centered classrooms with "open education"
Social Development Theory
Social interaction
Community is central in the process of "making meaning"
Application for Education
Children use hints to understand simple instructional activity, known as "guided practice"
Divide groups for children based on their understanding levels for them to learn easily
Scaffolding to help instruct but bridge the gap between learning and performing independently
Comparison
Difference
Vygotsky
Culture shapes development
Social factors are influential
Language and thought are separate. Language is internal.
Adults are the forefront of the development
Discovery occurs with assistance from the society
Zone of proximal development
Piaget
Universal stages
Underestimate social environment as a factor
Thought proceeds language
Peers play an important role
Self-initiated discovery
Similarities
Young children are actively learning and discovering
Constructivists
Society sets the limits of development
Guided teaching is needed
Learning Environment
Peer Role
Students
Teacher
Tasks
Roles
Integrate visuals, audio, props, verbal or nonverbal content, and use of "hands on" experiences to help children to learn
To challenge learners ideas and create disequilibrium
Roles
Tasks
To use the information processing approach to transfer and assimilate new information
To develop knowledge from simple to complex
Examples in Classroom
Hands on activities
Teach with representative pictures
Visual aids (puzzles, flashcards and sorting games)
Rehearsals
Repetition
Review or Summarise
Menumonics
Mind Mapping Tools
Reflection
Advantages
Disadvantages
Students can do research actively
Give students proper help if required
Teacher based learning
The relevant schema and prerequisite knowledge do not exist in learner
21st Century Application
The scaffolding approach is still applicable for teachers to teach lessons for students
Still learning how a child's culture can directly effect how the child relates to classwork and success of that student, which directly relates to Vygotsky's theory of culture shaping development
Teachers are at the forefront of development especially in the classroom setting, where they are still required to continue the development process
Piaget's thoughts on peer influence can be argued that in classrooms, students development immensely from peer interaction
Critics
Is closer to psychology than to learning theory, so the application in the learning process is hard.
Is difficult to be practiced purely, because we cannot understand the cognitive structures that exist in the mind of every student, especially sorting out the cognitive structures into discrete parts or clear boundaries.
In advanced step, it is hard to understand and identify the knowledge that already exists in the minds of students.
The knowledge and experience of the students are too complex to be identified thoroughly, especially by only one or two pre-test.
As a reaction
against Behaviorism
Cognitivist theory developed as a reaction to Behaviorism.
Cognitivists objected to behaviorists, because they felt that behaviorists thought learning was simply a reaction to a stimulus and ignored the idea that thinking plays an important role.
One of the most famous criticisms addressed to Behaviorism:
Chomsky’s argument that language could not be acquired purely through conditioning, and must be at least partly explained by the existence of some inner abilities.
Behaviorism cannot explain how children can learn an infinite number of utterance that they have never heard before.
Provides opportunities for learners to explore and experiment, thereby encouraging new understandings
Principles
Use of hierarchical analyses to identify and illustrate prerequisite relationships
Emphasis on structuring, organizing and sequencing information to facilitate optimal processing
Create learning environments that enable students to make connections with previously learned materials