Cognitivism

Theoretical Framework: Cognitivism

Edward Tolman initiated the cognitive movement (Bruner 1990, 2). In the 1920s, Tolman’s experiment with rats concluded that rats knew how the maze in which they were put was structured because they had its mental map. Tolman concluded that rather than an automatic response to an event the rats behaviour had both purpose and direction and occurred without reinforcement. For Tolman, motivation was key to transmuting expectations into behavior.

Ausubel believed that understanding concepts, principles and ideas are achieved through deductive reasoning. Ausubel felt that a key proponent was the existing knowledge of the learner. To achieve meaningful learning which lasts for longer learners have to relate new knowledge to their pre-existing knowledge. For Ausubel construction of knowledge starts with the learners constructing a network of concepts and adding to them (Fakultas Pendidikan Matematika dan Ilmu Pengethauan Alam: Universitas Pendidikan Indonesia, 2011).

Ausubel stressed the importance of reception learning rather than discovery learning. He did not feel that discovery learning was as effective as reception learning. Ausubel’s work was influenced by Piaget’s works who believed in deductive reasoning and logic to aid learning.

In contrast to Ausubel, Bruner believed in the strengths of discovery learning.

He argued that discovery learning encourages learners to take responsibility for their own learning. This helps them not only remember important factual information but also develop their high-order thinking skills (Fakultas Pendidikan Matematika dan Ilmu Pengethauan Alam: Universitas Pendidikan Indonesia, 2011).

The key theory for Bruner was the “Scaffolding Theory” which aims to support discovery learning. The instructor provides enough support to promote learning when new concepts and skills are being introduced to students. Supports can include a task, templates, guides and resources. The teacher’s role is to help students to achieve a task or concept by providing sufficient support. Scaffolding is temporary and they are removed once the learner becomes more capable of understanding and/or carrying out the task(s) alone. The materials are consistent but the assistance and support offered by the educator/instructor varies. The latter is dependent on the student's ability (Learning Theories, 2014).

Key Ideas

• The need for a variety of learning materials organised in different ways to meet different learning styles

• Responsibility of the learning is shared with students

• Importance of structuring and organising learning content to promote learning. The structure needs to be familiar to learners

• Encourages learning between learners

• Promotes both independent learning and promotes small team working

• Engagement of learners in the activity by recognition of prior knowledge and how this relates to the new knowledge

Implications for your project

• Often mandatory training takes place alone or in small groups so careful construction of the digital stories to reach a variety of learning styles will be key

• Scaffolds are required to support the learning of staff, the scaffolds we are creating are the digital stories

• The digital stories need to be engaging and promote discovery learning. The learners through the stories

• The stories must recognise and surface prior knowledge including prejudices against prisoners, ethical and professional codes of conduct and include them in the stories

References

Fakultas Pendidikan Matematika dan Ilmu Pengethauan Alam: Universitas Pendidikan Indonesia (2011) Learning theories: Ausubel’s Learning Theory, [online] Available at: https://pdf4pro.com/amp/download?data_id=39e0be&slug=learning-theories-ausubel-s-learning-theory (Accessed 1 June 2021).

Learning Theories (2014) Discovery learning, [online] Available at: http://limfabweb.weebly.com/uploads/1/4/2/3/14230608/bruner_and_discovery_learning.pdf (Accessed 1 June 2021).

Pappas, C. (2014) Instructional Design Models and Theories: The Discovery Learning Model - eLearning Industry, elearningindustry.com, [online] Available at: https://elearningindustry.com/discovery-learning-model (Accessed 1 June 2021).

Yilmaz, K. (2011) The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), pp. 204–212, [online] Available at: http://www.tandfonline.com/doi/full/10.1080/00098655.2011.568989 (Accessed 1 June 2021).

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Cranium, Image by Gordon Johnson from Pixabay