group a cognitivism

7/31/2019 Group a Cognitivism

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By : Shazana

Fathin

Linda

Syazwani

Abiramy

Yogesh

Huzaifah

Anas

Azaly

Azwan


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Cognitivism is the theory that

describes how information is

processed to produce learning. It

is the change in a learners

mental behaviour.


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Explanation

Cognitivism is a learning throughconscious and reasoned thinking process.

It processes the information andexperiences that we gain mentally, and

cannot be measured by behaviour

directly.


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For example :

A child saw a chicken has two legs. When he

saw a duck, he thought that it is also a

chicken. It shows that the child has

produced a schema that every two legged

animal is a chicken. Thus, when the teachershows the picture of duck, they learn that

not all two legged animal is a chicken. They

assimilate the new information with whatthey have learnt.


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Characteristics

Cannot directly measured by behaviour

A naughty boy doesnt mean that he is

stupid or not a good learner.

Focus attention and stimulate curiosity

and interest.

Learners need to recognise or perceive theinformation before they can process it.


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Organise the new information into logical

systems.

Learners categorise information so they can

discern the difference between critical and

non-critical information.

Elaborate the new information by adding

to it with examples.

Helps learners to make comparisonsbetween the known and unknown.


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Give learners time to

develop metacognitive skills. Learners can reflect on and understand

their own learning process, so they can

monitor their progress and makemodifications accordingly.


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Examples in classroom

Making graphic organizer

Refer back to what we learn by conclude it

in a mind map or graphic organizer. It canhelps them to memorize the content in a

long time.

Underlining key words The key words helps child to understand the

content and remember it.


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Scrabble

Learn new words and adapt to their cognitive

experience

Puzzles

Finding a solution to a puzzle develops a

child's problem solving ability. Puzzles requirea child to consider patterns, orders, andassociations. Children who actively solve

puzzles that they are able to touch and piece

together are more likely to understand certainconcepts and develop their own theoriesabout those concepts.


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Strengths

Explanations are based at a functional and

psychological level compared to the

physiological approach.

Evaluate the students based on their

performance not their appearance.

Very effective to evaluate the students

performance very well.


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Weaknesses

The teachers must be very precise regarding

their students ability.

need to know how to handle the students

according to their cognitive level.


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Implications in classroom

Teachers need to be aware that all

students are trying to learn.

Learning difficulties often indicateineffective or inappropriate cognitive

processes, especially for children with learning

disabilities, who tend to process information

less effectively.


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Teachers should show how new ideasrelate to previous learning.

New information is most easily acquiredwhen people can associate it with things they

have already learned.

Teachers can facilitate students' learningby presenting information in an

organized manner.

This organization should reflect students'previous knowledge and show how one thingrelates to the other.


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JEAN PIAGET

Four stages of cognitive development.

Sensorimotor stage.

This stage typically lasts until a child is

about two years old.

A child explores the world through his senses:

taste, touch, sight, sound, and smell.

A child will also develop some motor skillsduring this time. However, children typically have

no understanding of symbolic representation.


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Preoperational stage.

Occurs when a child begins and continues to

develop language and thinking skills, and typicallylasts from age two until age seven.

The child also becomes focused on himself andhow the world relates to him.

Concrete operational stage. Usually occurs between the ages of seven andtwelve.

Children also begin to develop logical thinking;they begin to understand that the way objects areset up has nothing to do with the amount of anobject.


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Formal operational stage.

Begins around age twelve and laststhroughout our adult lives.

During this stage we develop both logical

and abstract thinking. Our thought process isever changing.


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Piaget also believed that a child who hadn't

completed certain developmental stages could

not learn things from higher developmentalstages. For example, a child who has not

learned language could not think logically.

He believed that the human mind isembedded with specific ways of doing things.

For example, a baby knows how to suck

his thumb without being taught, webreathe unconsciously, and our hearts beat

without being ordered to.


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There are three major concepts when dealing

with changing ingrained schemes.

Assimilation occurs when a person perceives

a new object in terms of existing knowledge.

Accommodation occurs when you modify

existing cognitive structures based on new

information.


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Equilibration includes both assimilation and

accommodation and is considered the masterdevelopmental process.

For example, a child who has only been

around sports cars will believe that a car issmall, has two doors, and is fast. When he

sees a minivan, he must change his belief

about what a car is. Once he accepts that a

minivan is a type of car and a sports car is

another type of car, equilibration is achieved.


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Comparison between Social

Constructivism and Cognitivism

group a cognitivism

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