Chapter 9Complex Cognitive Process

By :Valentin Quanti S.69080086/MPd Batch 22-Early Childhood Class

Conceptual Understanding Conceptual Understanding is the key aspect of learning e.g. teacher gives examples to kids to explore the

depth of a sea

Categories is the grouping of objects, events, and characteristics

. The basis lies on the common properties.

Concept is the kinds of things we think category members are.

Concept and categories ---- helping us to make the information simpler. It can also means to summarize the information.

A random example : three sides three angles

So the meaning of triangle is a shape that has ………… and ………………….

Concept ----help us to memorize the words, making it more efficient.If a student group the object to form a concept, they can

remember the concept, and finally it is easier for them to recognize the concept’s characteristics.

Some concepts are simple, clear and concrete as the example above.

Now think : concept of baby

Promoting Concept FormationThe characteristics of size, colors, and length

are not the key features of concept.

Defining Concepts and Providing ExamplesImportant aspects to teach concepts :1. Define the concept—link it to suprordinate

concept and identify key featurs of it2. Clarify in the terms definiton3. Give examples to illustrate the key feature of

characteristric4. Provide examples

Hierarchical Categorization and Concept of Mass

A concept map is a visual presentation of a concept’s

connections and hierarchical organization. See fig 9.3 on page 314.

The example is done by using visual concept. It also uses table/diagram to clarify , as the hierarchical organization.

At learning time, sometimes we use spider web to clarify a concept.

Hypothesis Testing-- are assumptions and predictions that can

be used to test the accuracy of a concept.

Prototype MatchingHere, the members compare an item with

the most typical item(s) of the category.The more similar the items is to the

prototype, the more likely it belongs to the categories, and the vice versa.

E.g. whale – is more likely a mammal than a fish since it ………….., ………….., …………

Thinkingis formulating and transforming the

information in the memory.

Reasoningis logical thinking that uses induction and deduction to get the conclusion

Inductive reasoning involves reasoning from the specific to general.

Inductive reasoning --- reasoning comes from the specific to general. So it is like a conclusion about all members of a category based on observing only some of its members.

Important aspect of the inductive reasoning is repeated observation, rough repeated observation, info about similar experiences, etc.

Example : a child observed a black snake and then made a statement that all snakes are black.

Teachers must tell students that the conclusion they reach depends on the quality and quantity of the information.

The basic of Inductive Reasoning is the analogy. Analogy : a relation between dissimilar things.It can be used for improving students’ understanding of new concepts by comparing them with the learned concepts.Adolescents have better understanding of analogy than children.

So, teachers, how????

Deductive Reasoningis from the general to specific reasoning. Example : solving puzzles, riddles

Critical Thinkinginvolves thinking reflectively, productively and evaluating the evidence.

Mindfulnessis the key of the critical thinkingIt means being calm, exists mentally, and cognitive flexible through life’s everyday activities and tasks. Mindfulness kid : open to new information aware of more than one perspective create new ideas

Mindlessness kid

old ideas automatic behavior one perspective accept what they read without asking

questions

Critical Thinking in SchoolsAsk how, why, what happend compare various

answers a Examine facts ask questionsArgue in a reason than emotion evaluate

questions sometimes has more than one good

answer/explanation

Critical thinking in adolescence- Increase speed, automaticity, and capacity of information

processing- More knowledge - An increased ability to construct new combinations

Technology and Education1. Semantic organization tools such as mapping tools, organizing, analyzing, visualize

information. E.g. students studying climate and testing their hypothesis concerning links between climate and population.

2. Dynamic modeling help students explore connections between concepts. It includes spreadsheets, expert systems, system modeling tools 3. Information interpretation tools helps learners access and interpret information e.g. visualization tools help visual models for complex learning

such as in science4. Conversation and collaboration tools e.g email, online discussion, chat , etc ---makes the learning

more interactive and collaborative

Decision MakingInvolves thinking which individuals evaluate

alternatives and make choices among them.

Confirmation BiasIs the tendency to search for and use

information that supports our ideas rather than refuses them.

How???By using many medias such as internet.

Believe Perseveranceis the tendency to hold on to a believe in the

face of contradictory evidence.

Overconfidence Biasis the tendency to have more confidence in judgements and decisions than we should. It is based on the past experience or possibility. E.g. the student’s prediction before and after the end of the school year.

Hindsight Biasis our tendency to falsely report, after the fact, that we accurately predicted an event.

Creative ThinkingCreative = unique, unusual, newHere, the meaning is used for solving the

problems.

Two kinds of creative thinking :a. Convergent thinking ---produces one correct

answer b. Divergent thinking --- produces more than

one correct answer

Steps in Creative Process1. Preparation ---- ss rise their curiosity2. Incubation --- ideas are coming to ss’ head3. Insight --- ss get the way to solve problem4. Evaluation --- ask : is the ideas new or

obvious?5. Elaboration --- creativity: 1% insipration & 99%

hardest work

How to improve the creativity?

brainstorming

Provide environments that

stimulates the

activity

Don’t overco

ntrol the kids

Support

internal

motivat

ion

Guide the kids to

think flexibl

y

Build the

kids’ confide

nce

Support the kids to

take risks

Introduce the

kids to creatri

ve people

Steps in Problem Solving

- Recognize that it is there- Which domains within psychology –

perception, memory, thinking, personality?

- Subgoaling --- setting medium goals that put ss in a better position to reach the final goal of the problems.

Find and frame

Problems

Develop Good-

Problem Solving

Strategies

- Alogarithms is the strategies that guarantee a solution to a problem. It comes in different forms, as patterns, instructions, and tests for all possible solutions.

- Needs some questions to evaluate, such as “Will it simply get the complete one?” etc.

Evaluate the

solutions

Rethink and Redefine Problems

and Solutions

Obstacles to Solving Problemsa. Fixation --- someone fails to solve problem

because she/he fails to see the problem in a fresh and new perspectives.

b. Mental set --- someone tries to solve the problem in a particular way that has worked in the past.

c. Lack of motivation and persistence d. Unable to have an emotional control

Problem Based Learning and Project-Based Learning

e. Problem based LearningStudents solve daily problems at school such as

planning a drama, playing a video, etc. b. Project based learning --- kids work for real

project

5 features of Project-based learninga. A driving question---begins with a key

problems that needs to be solved.b. authentic and based on one’s needc. Collaboration ---working together to

solve the problemsd. Scaffolding --- challenging kids to go

beyond what they would do normallye. End product ---kids create tangible and

intangible products that address the key, driving questions

TransferTransfer occurs if someone applies the previous

experience and knowledge to learning or problem solving in a new situation.

Types Of Transfer1. near transfer Occurs when the classroom learning situation is similar

to the one in which the initial learning took place. e.g. a math teacher instructs the students to prove a

concept and test the students by the same setting2. far transfer the classroom situation is different to the one in which

the initial learning took place. e.g if a boy took a part time job in an architect’s office

and applies it in his geometry class at school.

3. Low Road or High-Road Transfer occurs when the previous learning is

automatically transferred to another situation. e.g. a competence readers found a new

sentence in their native language and they read them automatically

4. High Road Transfer there is connection between what they

learned in the previous situation and the new situation they face.

e.g. kids learned math and one day they could apply it in History subject.

5. Forward-reaching transfer when the kids think about how to apply

what they learn to new situations

6. Backward-reaching transfer when students look back to previous

situation fo information that will help them solve the problem in a new context