(8.3) cognitive learning theory
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Cognitive Learning TheoryTRANSCRIPT
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Cognitive Learning Theories
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Learning Outcomes At the end of the lesson, students are able
to: • Discuss cognitive learning theories
(Gestalt, Piaget, Bruner and Constructivism).
• Elaborate the application of cognitive learning theories in the classroom.
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Cognitive Learning Theory
Gestalt Theory
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o Gestalt ( “Insight”) A-ha!Learning – restructuring of perceptions Restructuring – enable learner to
perceive new relationships Theorists: W. Kohler / K. Koffka /
Wertheimer
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Restructuring solve new problems increase understanding
of basic knowledge in an area of study ‘The whole is greater than the sum of its
parts’.
‘Concepts’ Phi phenomenon Insight
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Gestalt movement started with a research conducted by Wertheimer when he was traveling in a train to
Germany. He saw along his journey lights which appear to be moving. The illusion is caused by the
movement of the train. After observing the phenomenon, Wertheimer conducted several
experiments with two bulbs which were switched on and off repeatedly until they appear to be moving.
Following that a theory known as the Phi phenomenon was discovered.
(Phi Phenomenon).
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A phenomenon can be the result of a combination of elements which are different from the elements which caused it. Example : movement of lights cannot be explained by analysis of the two bulbs (i.e., elements of ‘switch on and off’ but a result of the combination of those elements. An individual who has observed the phenomenon has made some associations combined the elements to create the perception of movement. In other words the individual has added ‘something’ to his experience which is not found in his sensory data.
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The ’Something ‘ is an ORGANIZATION. We cannot determine the meaning of a phenomenon if we study the elements separately. If the elements are grouped together in a configuration or organization; it is meaningful and this is called a ‘gestalt’. Gestalt is a German word which means form, pattern or configuration. Example: when you look at the picture of a famous person, you do not look separately; hair, eyes, nose and mouth. Instead you will look at the person as a whole ('Gestalt') that is the physical appearance of that person.
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“The whole is greater than the sum of its parts’. So the face of the famous person is greater than the sum of his hair, eyes, nose and mouth.
Do you know why?
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Wolfgang Kohler, a German psychologist studied on hoe chimpanzees solve problems. His research findings were written in a book titled, The Mentality of Apes (1925).Exsperiment 1:
A chimpanzee was placed in a cage. His problem was how to reach for the bananas which were hung from the ceiling. The problem was solved suddenly and immediately after a period of time the ape was not actively trying to deal with the problem. After trial and error methods failed to solve the problem, the animal would sit and think about the problem and then suddenly get the solution. The ape saw the relationship between the objects. When the animal was sitting and thinking, he was actually undergoing a process of restructuring.
'Insight‘ phenomenon
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Problem solving is divided into Type A and B:• TypeType AA : : Using insight and originalityUsing insight and originality • Type B : : Using association with previous Using association with previous
knowledgeknowledge in rigid ways
•Example ……………..
According to According to Wertheimer:Wertheimer:
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Area of rectangle
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Area of parallelogram
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Gestalt LawsGestalt Laws1. Law of pragnanz
People use various principles to organize their perceptions.
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The law of pragnanz is related to perception. In perception there is a tendency to look at something as a good gestalt which has characteristics such as stability, similarity, equilibrium and so on. This tendency is guided by the following lawst:
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(a) Law of Figure-Ground. A stimulus will be perceived as separate from its ground.
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(b) Law of Proximity. When elements are grouped closely together, they are perceived as the same objects or in the same group.
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(c) Law of Closure
People tend to complete the pattern and see a meaningful picture.
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(d) Law of Similarity
Elements which have the same characteristics tend to be perceived as a group.
x x x x
o o o o
x x x xo o o o
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(e) Law of Continuity
People tend to connect something according to a certain direction.
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Advance Organizer….Advance Organizer….
KOGNITIVISM
Piaget Gestalt
(Perception)
Bruner(Discovery Learning)
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Cognitive Theory
PiagetHeredity, environment and
maturation (growth process), interact in the development of intelligence and learning.
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Mekanism :Adaptation
Asimilation Akomodation
Equilibrium
How does an individual learn from one stage to the next stage? (Intelligence and Experience)
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• SCHEME: Organized pattern of thinking.
Provide the framework to handle intellectual challenges.
Change with experience.
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ASSIMILATION: Interpret and react to new
experience or situation with the existing schemas
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• ACCOMODATION:Change the existing schemas,
ways of thinking when faced with new situations or ideas which are not in line with the existing schemas.
Development is the product of the combination of assimilation and accomodation adaptation
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Jerome Bruner :
• Concept learning• To conceptualise something means
thinking.Concept abstract which represent an
object or situation which possess the same characteristics.
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• E.g. mammals (represent organism mewakili warm blooded vetebrate animal, give birth and secretes milk.
• Concept is similar to category.• E.g. of category: Birds represent animals with
feathers,wings, beak and is able to fly.
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Categories and functions of ManBruner made a few assumptions:Interactions between man and the
environment involves categories.
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It is important for us to develop categories
Reasons :Categories will reduce the complexity
in the environment (respond to similar objects in the environment).
Enable us to recognize objects easily.Give direction for our actions.
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Reduce the necessity to learn on certain objects.
Relate objects, situations and events.
Bruner’s Theory states that :• To identify object means to place it
in the right category.
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• Wrong perception means wrong categorization.
• Right perception needs:- Learning the right categories.- Know where to place object in the
right category.- Know the existing objects in the
environment. “Discovery Learning (Pembelajaran
Penemuan) ”
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Discovery Learning
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Discovery Learning• Emphasized the importance of
understanding the structure of the subject being studied, the need for active learning as the basis for true understanding and the value of inductive reasoning in learning.
• Teachers should provide problem situations stimulating students to question,explore and experiment.
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Constructivism• View that emphasizes the active role of
the learner in building understanding and making sense of information.
• Constructivist perspectives are grounded in the research of Piaget, Vygotsky, Gestalt psychologists and Bruner.
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Summary• Gestalt psychology gave useful
guidance on how perception influences learning.
• Constructivism emphasizes that teachers should guide students to learn by themselves.