Cognitivism Learning Theory Part 2

BELAJAR dan PEMBELAJARAN

Makalah ini disusun untuk memenuhi

salah satu tugas mata kuliah Belajar dan Pembelajaran semester III

DOSEN

Fajar Budhianto, M.Pd

KELOMPOK 3

Disusun Oleh :
1)      Adam Abaabiil Tribuana                         (09423827)
  2)      Sariyanah                                                  (09423829)
3)      Umul Rohmatin                                        (09423830)
4)      Andriyas Gautama Putra                          (09423831)
5)      Frendi Chandra Pradita                            (09423834)

STKIP PGRI NGAWI

Jalan Raya Klitik Km 05 Ngawi 0351 749295

PREFACE

Praise be to God who has helped his servant full finish this paper with ease. Without His help writers may not be able to finish this paper in accordance with the time allowed.

This paper discusses Cognitivism Learning Theory and, Cognitivism Strategy In The Classroom, The Basic Principles Of Cognitive Psychology, Applying Cognitivism In The Classroom, and Conclusion.

In the end, the authors hope this paper can increase our knowledge about Cognitivism Learning Theory.

Thanks goes to all those who have helped and provided input is very valuable for the completion of this paper.

I realize this paper still needs to be refined again. Therefore, the criticism and constructive suggestions are expected from the readers.

Ngawi, January 19

 

Writer

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LIST CONTENS

PREFACE ............................................................................................................   ii

CHAPTER 1   Cognitivism Learning Theory ......................................................   1

CHAPTER 2   Discussion ....................................................................................   3

                        Goals …………………….………………………….…………..   3

                        Understanding The Diagram ..…….…………………...………..   4

                        Cognitivism Strategy In The Classroom ……………….……….   4

                        Models Of Learning :

                           1. Visual Lessons ……….………………………….…………   5

                           2. Audio Lessons ……...………………………………………   5

                           3. Knesthetic Lessons ………………………...……………….   5

CHAPTER 3   The Basic Principles Of Cognitive Psychology  ……………..…   6

                        Applying Cognitivism In The Classroom  ……………..……….   6

CHAPTER 4   Conclusion   ……………………………………………..………   7

                       

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CHAPTER 1

Cognitivism Learning Theory

During the 1960s, discontent with the inadequacies of behaviourism another school of thought was developing besides the behavioural thinking, the cognitive aspects.  The behaviourist perspective could not easily explain why people attempt to organise and make sense of the information they learn.  One example includes remembering general meanings rather than word for word information.  Among learning psychologists there emerged a growing realisation that mental events or cognition could no longer be ignored

Cognitive psychologists share with behaviourists the belief that the study of learning should be objective and that learning theories should be developed from the results of empirical research. However, cognitivists disagree with the behaviourists in one critical aspect.  By observing the responses that individuals make to different stimulus conditions, cognitivists believe that they can draw inferences about the nature of the internal cognitive processes that produce those responses.

Many ideas and assumptions of cognitivism can be traced back to the early decades of the twentieth century. Of all theories, the theories of Jean Piaget of Switzerland are the ones that have provided psychology with very elaborated account of developmental changes in cognitive abilities.

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Jean Piaget (1896-1980)

Jean Piaget was one of the most influential cognitive psychologist.  He was a student of biology and zoology and learnt that survival requires adaptation. Therefore he viewed the development of human cognition, or intelligence, as the continual struggle of a very complex organism trying to adapt to a very complex environment.  According to Piaget´s theory, human development can be outlined in terms of functions and cognitive structures.  The functions are inborn biological processes that are identical for every one and stay unchanged throughout our lives.  The purpose of these functions is to construct internal cognitive structures.  The structures, in contrast, changes repeatedly as the child grows (Vasa, R., Haith, M.M., Miller,S.A.,1995, p.,33).

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CHAPTER 2

Discussion

 

Learning Model

Auditory and Visual Pathways and Levels of Abstraction

Goals:

1. To understand a model of how we learn by seeing what cognitive abilities are measured on a standardized aptitude test.

2. To compare cognitive testing with learning styles preferences so the limits and possibilities are better understood for practical application when teaching.

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Einstein said he rarely thought in words at all. He used visual and spatial imagination to work out many of his problems. He described expressing his findings in words as occurring at a "secondary stage." On the other hand, Max Muller, the Orientalist who translated many religious texts, said that ideas cannot be conceived except through language. Which side of the diagram above would you suspect best depicts how Einstein would process information and engage in thought? How about Muller?

Understanding the Diagram

By way of explanation, the diagram above shows areas that would be tested on one particular aptitude test (specifically, the Woodcock-Johnson Psycho-Educational Battery, Revised, cognitive section, one of many aptitude tests). The exception is "Abstract Ideation" at the top of the diagram, which is a generic term representing higher order thinking abilities, close in meaning to the Greek "noesis," pure vision, or intuition on Plato's Divided Line. Here we move out of the realm of cognitive educational psychology and enter the realm of classical philosophy.

The diagram shows a model of learning ranging from reception of sensory data on a perceptual level, represented by auditory and visual processing, through the intermediate stages which lead to the levels of reasoning. The left side shows how auditory sense data are converted into language, which forms the basis for verbal reasoning about ideas, while the right side shows that visual data are converted into patterns and models, which become the basis for non-verbal, conceptual reasoning.

Cognitivism Strategy in The Classroom

Cognitivist strategy in learning and teaching focuses on the ways the human brain takes in and stores information. By designing lessons and teaching tools to take advantage of what we know about how the brain works, teaching and learning are both made significantly easier.

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Modes of Learning

There are three basic modes of learning: visual, audio, and kinesthetic. Visual learners learn best when shown information. Audio learners learn best when they hear information. Kinesthetic learners learn best when they perform physical tasks related to the information. By identifying the learning mode of students, you can help them take in and retain information better. Further, regardless of a student's main mode of learning, all people learn better if taught using more than one mode.

1. Visual Lessons

            Visual learners will respond well to lessons that engage them visually. Many modern science concepts can be illustrated using stunning graphics. For example, a well-colored map of neural pathways or real-time video of exploration can help bridge the gap between concept and reality.

2. Audio Lessons

Using audio instructional cues goes beyond the verbal lecture. Although some science (botany, for example) lacks much in the way of sound support, other subjects are replete with fascinating sounds that link with the lesson. Recordings of whale songs and volcanic activity can add spice to appropriate lectures. Also, there are a number of interesting projects that provide "translations" of frequency or vibration into the human hearing range.

3. Kinesthetic Lessons

Involving the body is what many labs are all about. By actually handling a specimen (and in some cases cutting it open), students learn more about life science than a simple textbook can teach. Give students as many opportunities as possible to touch and feel the scientific subjects they are studying. Further, games and activities that cause students to move (perhaps playing the role of a component in a system) will also engage the kinesthetic learner.

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CHAPTER 3

The Basic Principles of Cognitive Psychology

Cognitive Psychology is the study of scientific studies about the mental processes or thoughts. How the information was obtained, presented and ditransfermasikan as knowledge. Cognitive psychology is also called the psychology of information processing.

The basic principles of cognitive psychology

* Active Learning

* Learning through social interaction

* Learning through experience alone

Applying Cognitivism In The Classroom

1.      Using the signs that indicate something important, like a teacher who lowered or raised the volume to indicate an important information. Another teacher may use gestures, repetition, images, text books are colored.

2.      Using words that contain emotional elements.

3.      Attention may also be obtained by presenting something unusual, surprise, etc., as a teacher of science demonstrates the tricks of magic to describe a material so that students become interested in studying the material that will be taught.

4.       Attention may also be obtained by informing the students, that they will have learned is something very important.

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 CHAPTER 4

Conclusion :

1. Some learning processes may be unique to human beings. (Example, complex language.)

2. Cognitive processes are the focus of study. Mental events are central to human learning and they must therefore be incorporated into theories of learning.

3. The objective, systematic observations of peoples' behavior should be the focus of scientific inquiry; however, inferences about unobservable mental process can often be drawn from such study.

4. Individuals are actively involved in the learning process. They are not passive receivers of environmental conditions, they are active participants in that learning process. In fact, they can control their own learning.

5. Learning involves the formation of mental associations that are not necessarily reflected in overt behavior changes. This is very contrary to the behaviorist position, where no learning can happen without an external behavior change. This is contrasted with behavioral objectives.

6. Knowledge is organized. An individual's knowledge is self organized through various mental associations and structure.

7. Learning is a process of relating new information to previously learned information. Learning is most likely to occur when an individual can associate new learning with previous knowledge.

Cognitivism is currently the predominant perspective within which human learning is described and explained. Contemporary cognitivism emphasizes mental processes and proposes that many aspects of learning may be unique to the human species.  Cognitivism has affected educational theory by emphasizing the role of the teacher in terms of the instructor's effectiveness of presentation of instructional material in a manner that facilitates students' learning (e.g., helping students to review and connect previous learning on a topic before moving to new ideas about that topic, helping students understand the material by organizing it effectively, understanding differences in students' learning styles, etc.)