• EDDIE T. ABUG (BSE-TLE 3A)• WILLYN MAE CALDWELL (BEE-SPED 2B)• MA. SARAH ISABEL NONES (BEE-SPED 2B)• MARIBELLE UNTALAN (BEE-SPED 2B)• MARECHIL L. OMNIZ (BSE-TLE 4A)

UNIVERSITY OF RIZAL SYSTEM CAINTAFACILITATING LEARNING – ED2

Cognitivism

• as a perspective in education, has a premise that humans generate knowledge and meaning through sequential development of an individual’s cognitive abilities, such as the mental processes of recognize, recall, analyze, reflect, apply, create, understand, and evaluate.

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• The Cognitivists' (e.g. Piaget, Vygotsky, Bruner) learning process is adoptive learning of techniques, procedures, organization, and structure to develop internal cognitive structure that strengthens synapses in the brain.

• The learner requires assistance to develop prior knowledge and integrate new knowledge.

• The purpose in education is to develop conceptual knowledge, techniques, procedures, and algorithmic problem solving using Verbal/Linguistic and Logical/Mathematical intelligences.

• The learner requires scaffolding to develop schema and adopt knowledge from both people and the environment.

• The educators' role is pedagogical in that the instructor must develop conceptual knowledge by managing the content of learning activities.

• This theory relates to early stages of learning where the learner solves well defined problems through a series of stages

Cognitivists

Jean William Fritz Piaget August 9 1896 Neuchatel, Switzerland

September 16 1980 (aged 84) Geneva, Switzerland

• Piaget was born in 1896 in Neuchatel, in the Francophone region of Switzerland. He was the eldest son of Arthur Piaget (Swiss), a professor of medieval literature at the University of Neuchatel, and Rebecca Jackson (French).

Jean with his two sisters and his parents; Arthur Piaget & Rebecca Jackson-Piaget

Jean Piaget at the age of 10

• Piaget was a precocious child who developed an interest in biology and the natural world. His early interest in zoology earned him a reputation among those in the field after he had published several articles on mollusks by the age of 15.

• He was educated at the University of Neuchâtel, and studied briefly at the University of Zurich.

• During this time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later dismissed as adolescent thought.

• His interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this periodPiaget moved from Switzerland to Paris, France after his graduation and he taught at the Grange-Aux-Belles Street School for Boys.

The school was run by Alfred Binet, the developer of the Binet intelligence test, and Piaget assisted in the marking of Binet's intelligence tests.It was while he was helping to mark some of these tests that Piaget noticed that young children consistently gave wrong answers to certain questions.

Piaget did not focus so much on the fact of the children's answers being wrong, but that young children consistently made types of mistakes that older children and adults did not.This led him to the theory that young children's cognitive processes are inherently different from those of adults. Ultimately, he was to propose a global theory of cognitive developmental stages in which individuals exhibit certain common patterns of cognition in each period of development

• Piaget thought that children’s thinking changes in the certain range of ages. According to him, children’s schema and cognitive develop naturally as they face with new situations and experiences in their lives. Piaget grouped the children’s cognitive development into four stages.

Jean Piaget’s theory of cognitive development.

Piaget grouped the children’s cognitive development into four stages.

• Firstly, the sensorimotor stage (ages 0-2)

• Involves two important development processes which include the child’s development of five senses and motor development.

• Children learn by interacting physically with the environment to recognize things or objects.

Secondly, the preoperational stage ranged from ages 2 to 7.

• At this stage, children are not able to think abstractly so that they need concrete situations to process the ideas.

Thirdly, in the concrete operation stage (ages 7-12)

• Children have enough experiences to begin to think logically and do some abstract problem solving, such as manipulating figures or symbols and classifying, though they still learn best by doing.

The last stage is formal operation stage (12 years onward)

• At this stage, children are able to use abstract thinking like adults. For examples, they begin to think about “what if…questions”, work with hypotheses, and think about possibilities then check them against the reality.

Countless educators all over the world put Piaget principles into daily practice, greatly improving the performance of children in the areas of math, science, and even language acquisition and social studies. Overall, his work in child cognition revolutionized our way of thinking about children, and about learning, intelligence, and the nature of knowledge. At the time of his death in 1980, at the age of 84, Piaget's career had spanned some 70+ years and given birth to whole new fields in science. Among these are the studies of genetic epistemology, cognitive theory, and developmental psychology.

Lev Semyonovich Vygotsky (Russian: (Lev Simkhovich Vygodsky))

November 17 [O.S. November 5] 1896 – June 11, 1934) was a Soviet Belarusian psychologist, the founder of a theory of human cultural and biosocial development commonly referred to as cultural-historical psychology, and leader of the Vygotsky Circle.

Lev Vygotsky was born in the town of Orsha, Belarus, in the Russian Empire (present-day Belarus) into a non-religious middle class Jewish family. His father was a banker.

He was raised in the city of Gomel, Belarus, where he obtained both public and private education. In 1913

Vygotsky was admitted to the Moscow State University through a “Jewish Lottery" to meet a three percent Jewish student quota for entry in Moscow and Saint Petersberg universities.

• For unclear reasons, around early 1920s, he changed his birth name from Vygodskii (with "d") into Vygotskii (with middle "t") and his patronymic from original Jewish "Simkhovich" to Slavic "Semenovich".

• In January 1924, Vygotsky took part in the Second All-Russian Psychoneurological Congress in Leningrad. Soon thereafter, Vygotsky received an invitation to become a research fellow at the Psychological Institute in Moscow.

• He began his career at the Psychological Institute as a "staff scientist, second class”.

By the end of 1925, Vygotsky completed his dissertation in 1925 on "The Psychology of Art" (not published until 1960s) and a book "Pedagogical Psychology" that was apparently created on the basis of lecture notes that he prepared back in Gomel as a psychology instructor at local educational establishments.

In summer 1925 he made his first and only trip abroad to a London congress on the education of the deaf.

Vygotsky's main work was in developmental psychology, and he proposed a theory of the development of higher cognitive functions in children that saw the emergence of the reasoning as emerging through practical activity in a social environment.

• During the earlier period of his career he argued that the development of reasoning was mediated by signs and symbols, and therefore contingent on cultural practices and language as well as on universal cognitive processes.

• Vygotsky also posited a concept of the Zone of Proximal Development, often understood to refer to the way in which the acquisition of new knowledge is dependent on previous learning, as well as the availability of instruction.

• Vygotsky stated that a child follows an adult's example and gradually develops the ability to do certain tasks without help.

• “Zone of Proximal Development" (ZPD) is Vygotsky’s term for the range of tasks that a child is in the process of learning to complete. The lower limit of ZPD is the level of skill reached by the child working independently (also referred to as the child’s actual developmental level). The upper limit is the level of potential skill that the child is able to reach with the assistance of a more capable instructor.

Scaffolding is a concept closely related to the idea of ZPD, although Vygotsky

never actually used the term.An essential element to the ZPD and

scaffolding is the acquisition of language. According to Vygotsky,

language (and in particular, speech) is fundamental to children’s cognitive growth because language provides

purpose and intention so that behaviors can be better understood

Through the use of speech,

children are able to communicate

to and learn from others through dialogue, which is an important tool in the ZPD.

• Scaffolding is a concept closely related to the idea of ZPD, although Vygotsky never actually used the term.

• Scaffolding is changing the level of support to suit the cognitive potential of the child.

• Over the course of a teaching session, a more skilled person adjusts the amount of guidance to fit the child’s potential level of performance.

• More support is offered when a child is having difficulty with a particular task and, over time, less support is provided as the child makes gains on the task. Ideally, scaffolding works to maintain the child’s potential level of development in the ZPD.

Jerome Seymour Bruner was born on October 1, 1915 in New York, to Heman and Rose Bruner, who emigrated from Poland.

• He received a bachelor's degree in psychology, in 1937 from Duke University.

• Bruner went on to earn a master's degree in psychology in 1939 and then a doctorate in psychology in 1941 from Harvard University.

• In 1939, Bruner published his first psychological article studying the effect of thymus extract on the sexual behavior of the female rat.

• During World War II, Bruner served on the Psychological Warfare Division of the Supreme Headquarters of the Allied Expeditory Force Europe committee under Eisenhower, researching social psychological phenomena.

• In 1945, Bruner returned to Harvard as a psychology professor and was heavily involved in research relating to cognitive psychology and educational psychology.

• Bruner is one of the pioneers of the cognitive psychology movement in the United States. This began through his own research when he began to study sensation and perception as being active, rather than passive processes.

• In 1947, Bruner published his classic study Value and Need as Organizing Factors in Perception in which poor and rich children were asked to estimate the size of coins or wooden disks the size of American pennies, nickels, dimes, quarters and half-dollars.

• Bruner studied the way children learned and coined the term "scaffolding", to describe the way children often build on the information they have already mastered.

Scaffolding theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with informal instructional formats within which their learning is facilitated.

• In his research on the development of children (1966)

• Bruner proposed three modes of representation: 1. ) enactive representation (action-based),

2.) iconic representation (image-based), and 3.) symbolic representation (language-based).

Bruner's Three Modes of Representation• Modes of representation

are the way in which information or knowledge are stored and encoded in memory.

• Rather than neat age related stages (like Piaget), the modes of representation are integrated and only loosely sequential as they "translate" into each other.

Many adults can perform a variety of motor tasks (typing, sewing a shirt, operating a lawn mower) that they would find difficult to describe in iconic (picture) or symbolic (word) form.

Enactive (0 - 1 years)This appears first. It involves encoding action based information and storing it in our memory. For example, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle.

The child represents past events through motor responses, i.e. an infant will “shake a rattle” which has just been removed or dropped, as if the movements themselves are expected to produce the accustomed sound. And this is not just limited to children.

Iconic (1 - 6 years)• This is where information

is stored visually in the form of images (a mental picture in the mind’s eye). For some, this is conscious; others say they don’t experience it. This may explain why, when we are learning a new subject, it is often helpful to have diagrams or illustrations to accompany verbal information.

Symbolic (7 years onwards)• This develops last. This is

where information is stored in the form of a code or symbol, such as language. This is the most adaptable form of representation, for actions & images have a fixed relation to that which they represent. Dog is a symbolic representation of a single class.

Bruner's constructivist theory suggests it is effective when faced with new material to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners. A true instructional designer, Bruner's work also suggests that a learner even of a very young age is capable of learning any material so long as the instruction is organized appropriately, in sharp contrast to the beliefs of Piaget and other stage theorists.

• Bruner and Piaget• Obviously there are similarities between Piaget

and Bruner, but an important difference is that Bruner’s modes are not related in terms of which presuppose the one that precedes it. Whilst sometimes one mode may dominate in usage, they co-exist.

• Although Bruner proposes stages of cognitive development, he doesn’t see them as representing different separate modes of thought at different points of development (like Piaget). Instead, he sees a gradual development of cognitive skills and techniques into more integrated “adult” cognitive techniques.

BRUNER AGREES WITH PIAGET BRUNER DISAGREES WITH PIAGET

1. Children are PRE-ADAPTED to learning

1. Development is a CONTINUOUS PROCESS – not a series of stages

2. Children have a NATURAL CURIOSITY

2. The development of LANGUAGE is a cause not a consequence of cognitive development

3. Children’s COGNITIVE STRUCTURES develop over time

3. You can SPEED-UP cognitive development. You don’t have to wait for the child to be ready

4. Children are ACTIVE participants in the learning process

4. The involvement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a big difference

5. Cognitive development entails the acquisition of SYMBOLS

5. Symbolic thought does NOT REPLACE EARLIER MODES OF REPRESENTATION

• Bruner and Vygotsky

• Both Bruner and Vygotsky emphasise a child's environment, especially the social environment, more than Piaget did. Both agree that adults should play an active role in assisting the child's learning.

• Bruner, like Vygotksy, emphasised the social nature of learning, citing that other people should help a child develop skills through the process of scaffolding. The term scaffolding first appeared in the literature when Wood, Bruner and Ross described how tutors' interacted with pre-schooler to help them solve a block reconstruction problem (Wood et al., 1976).

• The concept of scaffolding is very similar to Vygotsky's notion of the zone of proximal development, and it not uncommon for the terms to be used interchangeably. Scaffolding involves helpful, structured interaction between an adult and a child with the aim of helping the child achieve a specific goal.

• [Scaffolding] refers to the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill she is in the process of acquiring. (Bruner, 1978, p. 19)

EDDIE T. ABUGBSE-TLE 3A

WILLYN MAE CALDWELLBEE-SPED 2B

MA. SARAH ISABEL NONESBEE-SPED 2B

MARECHIL L. OMNIZBSE-TLE 4A

MARIBELLE UNTALANBEE-SPED 2B