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Knowledge constructed through mental processes.
Cognitive constructivism is a learning theory that focuses on how learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and mental processes. This theory is rooted in the broader constructivist perspective, which asserts that learning is an active, meaning-making process rather than a passive absorption of information.
Key thinkers in this area:
Jean Piaget (1896–1980)
In the context of cognitive constructivism, the emphasis is on the role of cognitive processes, such as perception, memory, and problem-solving, in shaping an individual's understanding of the world. Key principles of cognitive constructivism include:
Active Learning: Learners are actively involved in the learning process, engaging with information, experiences, and tasks.
Mental Processes: Cognitive activities such as thinking, reasoning, and problem-solving are central to the construction of knowledge. Individuals actively organize and interpret information based on their existing cognitive structures.
Schemas and Mental Models: Cognitive constructivism suggests that individuals use cognitive structures or mental frameworks called schemas to organize and make sense of new information. These schemas evolve and adapt as individuals encounter new experiences.
Social Interaction: While cognitive constructivism emphasizes individual mental processes, it also recognizes the importance of social interaction in the learning process. Interactions with others, such as discussions, collaboration, and sharing perspectives, contribute to knowledge construction.
Zone of Proximal Development (ZPD): This concept, proposed by psychologist Lev Vygotsky, suggests that learners can achieve more with the support of a knowledgeable person (a teacher, peer, etc.) than they can on their own. The ZPD represents the gap between what a learner can do independently and what they can do with assistance.
Discovery Learning: Cognitive constructivism often supports the idea of discovery learning, where learners actively explore and investigate to discover new concepts or solutions. This contrasts with more traditional, instructor-centred approaches.
Teaching strategies that are linked to metacognition
Problem-Based Learning (PBL): Real-world scenarios that present learners with authentic problems that require them to apply their knowledge to solve real-world challenges.
Guided Discovery: Design activities that allow students to explore concepts independently, discovering patterns and relationships on their own.
Scaffolded guidance: Provide guidance and support as learners navigate through the learning process, gradually reducing support as their understanding develops.
Concept Mapping: Have learners create maps and diagrams to visually organise and connect ideas, promoting a deeper understanding of the relationships between concepts.
Socratic Questioning: Using open-ended questions: to pose thought-provoking questions that prompt learners to think critically, analyse information, and articulate their reasoning.
Classroom discussions: Facilitate discussions that encourage learners to challenge assumptions, consider alternative viewpoints, and construct their own knowledge.
Reflection activities: Incorporate reflective exercises that prompt learners to think about their thinking (metacognition) and assess their understanding.
Performance tasks: Design assessments that require learners to apply their knowledge and skills to authentic, real-world tasks.
Portfolios: Use portfolios to showcase learners' work and growth over time, emphasizing the application of learning in various contexts.
Read more here:
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social sciences, literature and languages, 1(1), 9-16.
Kalina, C., & Powell, K. C. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
Kasemsap, K. (2015). Theory of cognitive constructivism. In Information seeking behavior and technology adoption: Theories and trends (pp. 1-25). IGI Global.
Kumar, R., & Gupta, V. K. (2009). An introduction to cognitive constructivism in education. Journal of Indian Education, 35(3), 39-45.
How does cognitive constructivism apply to FES learners?
How can teachers tailor instructional methods to match the cognitive development of learners?
How does cognitive constructivism emphasize the significance of learners' prior knowledge in the learning process?
How is cognitive constructivism different from social constructivism?
To what extent is cognitive constructivism relevant to teaching your subject specialism?
How do you lever learners' existing mental structures to facilitate new learning?
In what ways can assessments be structured to measure not only rote memory but also the depth of understanding and application of knowledge?
How does cognitive constructivism contribute to the development of critical thinking skills in learners?
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