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Cognitivism Theory

Cognitivism is a learning theory emphasizing the mental processes involved in learning, with key theorists including Jean Piaget, Jerome Bruner, and David Ausubel. Piaget's stages of cognitive development outline the progression from sensorimotor to formal operations, while Ausubel distinguishes between meaningful and rote learning. Instructional strategies in cognitivism focus on organizing and structuring information to enhance knowledge acquisition and retention.

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Miftahul Jannah
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15 views

Cognitivism Theory

Cognitivism is a learning theory emphasizing the mental processes involved in learning, with key theorists including Jean Piaget, Jerome Bruner, and David Ausubel. Piaget's stages of cognitive development outline the progression from sensorimotor to formal operations, while Ausubel distinguishes between meaningful and rote learning. Instructional strategies in cognitivism focus on organizing and structuring information to enhance knowledge acquisition and retention.

Uploaded by

Miftahul Jannah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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COGNITIVISM THEORY

Cognitivism is a learning
theory that focuses on the
processes involved in
learning.
THEORISTS
1. Jean Piaget (1896-1980)
2. Jerome Brunner (1915-2016)
3. David Ausubel (1918- 2008)
COGNITIVE DEVELOPMENT
 Piaget believed that cognitive development
occurs through a sequence of successive
qualitative changes in cognitive structures.
 Bruner has divined about learning process those

how people are choose, maintain, and


transform the information in active.
 Ausubel divided learning in two part:

- Meaningful learning

A learning process where the new information


collaborate with the understanding structure.
- Rote learning

Students try to except and mastering the material 3

that given by the teacher.


COGNITIVE DEVELOPMENT
PIAGET’S FOUR STAGES:

 Sensorimotor Stage (birth - 2 yrs):


 actionsbecome more intentional and integrated into
patterns, there is an increased awareness of self and
surroundings.
 Preoperational Thought Stage (2 - 7yrs):
 development of language and conceptual thought occurs.
 Concrete Operations Stage (7-11yrs):
 increased ability to apply logical thought to concrete
problems, thinking is still primarily related to immediate
experience.
 Formal Operations Stage (11yrs on):
 abilityto apply logic to a variety of problems; higher order
thinking occurs.
4
COGNITIVE DEVELOPMENT
INSTRUCTIONAL IMPLICATIONS:
1. There should be plenty of opportunity
for assimilation and accommodation
in order for students to proceed from
one stage to the next.
2. The richer the experience, the more
elaborate the cognitive structure
development.
3. Materials and activities should be
geared for the appropriate level of
cognitive development.
5
KEY PRINCIPLES: COGNITIVISM
 Learning is a change of knowledge state
 Knowledge acquisition is described as a
mental activity that entails internal
coding and structuring by the learner.
 Learner is viewed as an active
participant in the learning process
 Emphasis is on the building blocks of
knowledge (e.g. identifing prerequisite
relationships of content)
 Emphasis on structuring, organizign
and sequencing information to facilitate
optimal processing
GOAL OF INSTRUCTION:
COGNITIVISM
 Communicate or transfer knowledge in
the most efficient, effective manner
(mind-independent, can be mapped onto
learners)
 Focus of instruction is to create learning
or change by encouraging the learner to
use appropriate learning strategies
 Learning results when information is
stored in memory in an organized,
meaningful way.
 Teachers/designers are responsible for
assisting learners in organizing
information in an optimal way so that it
can be readily assimilated
INSTRUCTIONAL/LEARNING
STRATEGIES:
COGNITIVISM
 Information Processing Model
 Explanations
 Demonstrations
 Illustrative examples

 Matched non-examples
 Corrective feedback
 Outlining
 Mnemonics
 Dual-Coding Theory
 Chunking Information
 Repetition
 Concept Mapping
 Advanced Organizers
 Analogies
 Summaries
 Keller's ARCS Model of Motivation
 Interactivity
 Synthesis

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