COGNITIVISM
The cognitivist theory slowly replaced the Behaviorist learning theory between the 1920's to the 1960's. What prompted psychologists to challenge the behavorist theory was that behaviorism did not address social behavior. The cognitivist learning theory views learning as the mental process of acquiring new knowledge which is stored in short term memory and later transferred to long term memory. The cognitivist learning theory also "viewed the mind as a processor of information, much like a computer" (p. 48). Three cognitive schools of thought developed as a result of the cognitivist theory of learning:
- Cognitive information processing (CIP)- store, retrieve, transform, and use the information.
- Schema theory - the development and learning of skills using concept maps of pocketed information.
- Gagne's theory of instruction- classified systems of learning into categories or domains.
The cognitivist theory of learning is teacher-centered, where the teacher is responsible for activating prior knowledge with opening activities geared to connect past learning experiences with new learning experiences. Learning outcome and objectives are designed and prescribed based on what the teacher wants the students to learn and be able to assimilate. When developing activities using technology (Koc, 2005), "the informed teacher [must] design and supervise the learning activity, [and] act to amplify and distribute cognitive tasks through their design and instruction" (p. 5). This is extremely important because the students will be able to construct their own meaning in their minds.
TECHNOLOGY-BASED EXAMPLE
A wonderful technology based example that illustrates the cognitivist learning theory is the use of online interactive concept mapping software programs. One website that is useful for a teacher to engage his or her students in the learning environment is www.gliffy.com. Students can create flow charts, SWOT Analysis, Venn Diagrams, organizational charts, and technical drawings. This program is effective in the English, Spanish, social studies, art, science, and mathematics classroom. This program is parallel to the Inspiration software program but is presented in an online format. Some of the benefits of using this program is that it encourages students to discover new concepts and find connections with previous learning experiences, empowers students to evaluate new information, and effectively communicate their ideas with others; including the teacher.
"The singapore flyer"
Domain: K-12; specifically 12th grade Math Analysis students.
Brief Activity Description: Ferris Wheel Constructions. This activity requires students to work in teams to build a Ferris Wheel that is similar to The Singapore Flyer. Students will use the iPad app iBrainstorm to organize their thoughts and develop architectural properties of their design. It is relevant to state that the students have already viewed a video on this history of Ferris Wheels and the innovative design of "The Singapore Flyer". Due to the activation of prior knowledge, the students will then use the information that has been stored into their memories to work together to effectively plan their design. The iBrainstorm app not only allows the students to use the text feature but also allows them to draw and sketch their designs. The use of the iPad technology illustrates Mesirow's transformative learning theory (Kitchenham, 2008) in which learning occurs within meaningful schemes, learning new meaningful schemes, and learning by reflection and transformation.
Brief Activity Description: Ferris Wheel Constructions. This activity requires students to work in teams to build a Ferris Wheel that is similar to The Singapore Flyer. Students will use the iPad app iBrainstorm to organize their thoughts and develop architectural properties of their design. It is relevant to state that the students have already viewed a video on this history of Ferris Wheels and the innovative design of "The Singapore Flyer". Due to the activation of prior knowledge, the students will then use the information that has been stored into their memories to work together to effectively plan their design. The iBrainstorm app not only allows the students to use the text feature but also allows them to draw and sketch their designs. The use of the iPad technology illustrates Mesirow's transformative learning theory (Kitchenham, 2008) in which learning occurs within meaningful schemes, learning new meaningful schemes, and learning by reflection and transformation.