Cognitive Construct Theory

COGNITIVE CONSTRUCT THEORY : COGNITIVE CONSTRUCT THEORY By Ebru KUTLUK Erhan ŞENGEL Ferit KILIÇKAYA

COGNITIVE CONSTRUCT THEORY : COGNITIVE CONSTRUCT THEORY developed as a reaction to behaviorism dealt with inside of the human brain attributed goals and purpose to human behavior focused on describing mental processes inferred from behavior

Learning in Cognitivism : Learning in Cognitivism How does learning occur in cognitivism? - Learning is equated with discrete changes between stages of knowledge. - Learning is concerned with what learners know and how they come to acquire it. - The learner is active in the learning process.

Factors that influence learning : Factors that influence learning Learners’ Thoughts Beliefs Attitudes Values

Memory : Memory Human memory - Memory is organized rather than random. - Memory is active rather than passive. a) Sensory Memory b) Short-Term (Working) Memory c) Long-Term Memory

Similarities to Behaviorism : Similarities to Behaviorism Environment modifies human behavior Learning consist of formation of associations. Learner and task analyses are critical.

Differences from Behaviorism : Differences from Behaviorism Learning as a change in knowledge stored in memory is influenced by memory processes. Knowledge of results guide and support accurate mental connections. Cognitivism analyzes learner to determine hisher predisposition to learning.

Certain Psychologists & Educators : Certain Psychologists & Educators 1896 . . . . . 1915 . . 1918 . . . . . . 1980. . . . . . . Piaget Bruner Ausebel

PIAGET (1896-1980) : PIAGET (1896-1980) a biologist, philosopher and child psychologist studied how children think and reason was concerned with describing and explaining the systematic structure and knowledge. believed that individuals are actively involved in the process of acquiring & modifying their knowledge. gave importance to cognitive level of children in education.

The Process of Development : The Process of Development How and why does mental development occur? 4 functional invarients in the process of gaining knowledge and adapting to the environment: - Scheme - Assimilation - Accomodation - Equilibration

Stages of Cognitive Development : Stages of Cognitive Development

Piagetian-Inspired Instruction for Education : Piagetian-Inspired Instruction for Education The Learning environment should support the activity of the child. Children should be able to interact with their peers. Instructional strategies should be adapted that will make children aware of conflicts and inconsistencies in their thinking.

Limitations : Limitations The theory is minimally informative about determinants of individual differences in mental functioning. It does not give additional information about adult development.

Ausebel (1918- ) : Ausebel (1918- ) Meaningful Learning

Meaningful Learning & Advanced Organizers : Meaningful Learning & Advanced Organizers

Meaningful Learning & Advanced Organizers : Meaningful Learning & Advanced Organizers

Two types of learning : Two types of learning Two types of learning: Rote - Isolated information that isn’t related to other knowledge that the learner has previously acquired Meaningful - Information that is related to something that the learner already knows.

Rote vs. Meaningful Learning : Rote vs. Meaningful Learning * Arbitrary, verbatim, non-substantive incorporation of new knowledge into cognitive structure. * No effort to integrate new knowledge with existing concepts in cognitive structure. * Learning not related to experience with events or objects. * No affective commitment to relate new knowledge to prior learning. * Non-arbitrary, non-verbatim, substantive incorporation of new knowledge into cognitive structure. * Deliberate effort to link new knowledge with higher order concepts in cognitive structure * Learning related to experiences with events or objects. * Affective commitment to relate new knowledge to prior learning.

Meaningful Learning & Advanced Organizers : Meaningful Learning & Advanced Organizers Occurs primarily through reception rather than through discovery…concepts, principles and ideas are presented and understood, not discovered. Material to be learned must be related to what students already know. Rote memorization is not considered meaningful learning…not connected with existing knowledge

Processes of Meaningful Learning : Processes of Meaningful Learning New information is subordinate to an existing idea New information is superordinate to an existing idea New information can coordinate with an existing idea How is new information likely to be added to an existing structure?

Processes of Meaningful Learning : Processes of Meaningful Learning Subsumption: - The principal way of adding information to cognitive structure is to attach new ideas and details in a subordinate fashion to the anchoring ideas already present. -    New incoming ideas areare subsumed under more general and inclusive anchoring ideas already in memory.

Proceses of Meaningful Learning : Proceses of Meaningful Learning Subsumption Processes of Meaningful Learning

Meaningful Learning & Advanced Organizers : Meaningful Learning & Advanced Organizers -  Expository teaching: teacher presents material in complete, organized form, moving from broadest to more specific concepts (deductive). -  Advance organizers: introductory statements, overview of new concepts presented to students before learning takes place

Meaningful Learning & Advanced Organizers : Meaningful Learning & Advanced Organizers Advance organizers can serve three purposes: * Direct attention to want is important        * Highlight relationships among ideas that will be presented * Remind students of relevant information they already know

Concept Map : Concept Map

Slide 26 :

Slide 27 :

Slide 28 : BRUNER (1918- ) Modes of Representation & Discovery Learning

Slide 29 : Three Modes of Representation Ahmet, a very young boy, cannot tell you directionsto the store from his house, but he can take you there by way of a route previously traveled. Ayşe, a young girl, can draw a map depicting the route from her house to the store. Erdem, an adult, can tell you how to go from hishouse to the store in words, depicting the route, or taking you directly there.

Slide 30 : Three Modes of Representation Why do you think Ahmet cannot tell you directions? Ayşe can draw a map of the route? Erdem can do all of these? Can we call these stages like Piaget? Can we give names to the stages?

Slide 31 : Process of Education Process of Education Do you know this?

Slide 32 : Process of Education The Four Themes: Structure Readiness for Learning Nature of Intuition Desire to Learn

Slide 33 : Three Modes of Representation Representation Enactive - involves motor responses, or ways to manipulate the environment Iconic – involves the use of mental images that stand for certain objects or events Symbolic - uses symbol system to encode knowledge

Slide 34 : Piaget Vs. Bruner A Piagetian would consider it futile to teachany subject requiring logical operations to a child in a stage where these operations had notyet developed. What do you think? Bruner says, “Any subject can be taughteffectively in some intellectually honest from to any child at any stage of development. What might be the explanation for this?

Slide 35 : Spiral Curriculum Spiral Curriculum What is this?

Slide 36 : Learning? What? How? What do we do to learn something? While obtaining knowledge for ourself, we do....................................................................... . Do you prefer to listen passively to teachers orexplore your learning environment? “Learners are encouraged to discover facts and relationships for themselves.” (Bruner)

Slide 37 : A Theory of Instruction Taking Bruner, his three modes of cognitive development and discovery learning into consideration, what features should a theory of instruction have?

Slide 38 : Four major features: Predisposition towards learning The ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner The most effective sequences in which to present material The nature and pacing of rewards and punishments A Theory of Instruction

Slide 39 : Bruner Ausebel Using what we know about Ausebel and Bruner, canwe find any differencessimilarities?

Slide 40 : THANK YOU VERY MUCH FOR YOUR PARTICIPATION!