Applying Cognitive Learning Theories to Engage and Motivate

Students in STEM Classrooms

Stephen TonksEducational Psychology

May 15, 2013

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Cognitive Science & STEM Ed

1. Learning is constructive, not receptive2. Motivation and beliefs are integral to

cognition3. Social interaction is fundamental to

cognitive development4. Knowledge, strategies, and expertise are

contextual

*Bruning, Schraw, Norby, and Ronning (2004)

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1. Learning is Constructive

• Constructivism: People combine existing knowledge with new information to build new knowledge

• Learning = constructing meaning• Students need to make their own discoveries

and thus construct their own knowledge• Duckworth (2006) on Piaget: Create a

classroom where students can discover

*Piaget & others 4

What do you see?

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Constructivism in the Classroom

• Any amount of “active” helps• Background knowledge is HUGE• A range of experiences and many

experiences help students learn• Experiences become background

knowledge• Expending effort & deep processing aids

memory

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3. Social Interaction is Fundamental

• Cognitive skills evolve from social interactions with parents, teachers, etc.

• Culture uses “tools for thought”– Speech, writing, mathematical & scientific concepts

• Relatedness as a psychological need• In classrooms: Groupwork, scaffolding, peer tutoring,

reciprocal teaching, CUT SOME OF THESE?

*Vygotsky; Deci & Ryan

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4. Cognitions are Contextual

• Cognitive growth occurs in a sociocultural context that influences the form it takes

• Transfer of advanced skills is difficult• EXPAND?

– Knowledge, strategies, expertise

*Vygotsky

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2. Motivation & Beliefs are Integral

• Many modern motivation theories• Self-efficacy (Bandura, etc.)• Mindset Theory (Dweck)• Achievement Goals (Pintrich, etc.)• Self-Determination Theory

– Three Psychological Needs

*Deci & Ryan

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Self-Determination TheoryThree Psychological Needs

• Autonomy• Relatedness• Competence

• Innate• Fulfillment = Good• Deprivation = Bad

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• A-B-C (for easy recall)• Environment can change motivation

*Deci & Ryan

Perceived Autonomy

• Students need to feel that they have some control over their own learning

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Mark Twain on Autonomy

…Work consists of whatever a body is OBLIGED to do, and that Play consists of whatever a body is not obliged to do. And this would help him to understand why constructing artificial flowers or performing on a tread-mill is work, while rolling ten-pins or climbing Mont Blanc is only amusement. There are wealthy gentlemen in England who drive four-horse passenger-coaches twenty or thirty miles on a daily line, in the summer, because the privilege costs them considerable money; but if they were offered wages for the service, that would turn it into work and then they would resign. 12

Autonomy Support

• How to– Provide choices– Encourage– Give rationales

• How not to– Give orders– Use bribes– Make threats

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• Giving students SOME control over their own learning

• Opposite of controlling behavior

Why Support Autonomy?

• Conceptual understanding• Retention of content• Achievement• Intrinsic motivation• Positive affect

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Now, Apply It!

• Take one concept that you teach, and apply an idea from today

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