cognitive learning theory
TRANSCRIPT
OM SWASTYASTU
COGNITIVITE LEARNING THEORY
GROUP 2
NI WAYAN SRI SANTIKA DEWINI LUH PUTU WIDYA DHARMA YANTHINI NYOMAN SRI RASTHITINI LUH PUTU CARIASTININI NYOMAN YULI ADELINA
NI LUH RIN RIANTINI
NI PUTU SRI INDRA DEWI
DEFINITION OF COGNITIVE LEARNING THEORY
In View of Cognitive Learning Theory According to the Experts
Application of Cognitive Learning Theory In the Application of
Learning Activities
HEADLINEHEADLINE
Definition of Cognitive Learning Theory
Cognitive learning theory is more concerned with the process of learning rather than learning outcomes. Unlike the model studied Behavioristic studying the learning process only as a stimulus-response relationships, models of cognitive learning is a form of learning theory that is often referred to as perceptual models. Cognitive theory also emphasizes that the parts of a situation is interconnected with the whole context of the situation. This theory holds that learning is a process that included internal memory, retention, information processing, emotion and other psychological aspects.
In View of Cognitive
Learning Theory According to the
Experts
According to Piaget's Cognitive Learning Theory
Cognitive Learning Theory According to Bruner
Cognitive Learning Theory According to Ausubel
Information Processing Theory of Robert Gagne
Gestalt Cognitive Learning Theory
According to Piaget's Cognitive Learning Theory
1. Sensory Motor Stage (from birth to approximately 2 years).
2. Pre-operational stage (approximately 2 years to 7 years)
3. Concrete Operations stage (approximately 7 to 11 years).
4. Formal Operations stage (approximately age 11 to 15 years).
Cognitive Learning Theory According to Bruner
a.Intellectual development characterized by the lack of progress in responding to a stimulus.
b. Increased knowledge depends on the development of information storage systems are realists.
c. Developments include the development of intellectual skills to talk to yourself or to others through words or the symbol of what has been done and what will be done
d. Systematic interaction between tutors, teachers or parents with children is necessary for cognitive development.
e. Language is the key to cognitive development, because language is a means of communication between humans. To understand the concepts that have required language.
f. Cognitive development is characterized by an ability to put forward some alternatives
a.Intellectual development characterized by the lack of progress in responding to a stimulus.
b. Increased knowledge depends on the development of information storage systems are realists.
c. Developments include the development of intellectual skills to talk to yourself or to others through words or the symbol of what has been done and what will be done
d. Systematic interaction between tutors, teachers or parents with children is necessary for cognitive development.
e. Language is the key to cognitive development, because language is a means of communication between humans. To understand the concepts that have required language.
f. Cognitive development is characterized by an ability to put forward some alternatives
According to Bruner one of cognitive development occurs through a three-phase
According to Bruner one of cognitive development occurs through a three-phase
1) Phase enactive 1) Phase enactive
2) Phase iconic2) Phase iconic
3) Phase symbolic3) Phase symbolic
formation of concepts and understanding of concepts.
Difference between the two is:
1) The purpose and the pressure of the two forms of categorizing behavior is different1) The purpose and the pressure of the two forms of categorizing behavior is different
2) The steps of the process of thinking is not the same.2) The steps of the process of thinking is not the same.
.
3) The mental processes require different teaching strategies.
• Bruner considers that a concept has five elements, and someone
said to understand a concept if he knew all the elements of this
concept include
• 1) Name• 2) Examples of both positive and
negative.• 3) Characteristics, both the principal
or not.• 4) Range of characteristics.• 5) Rule.
Cognitive Learning Theory According to Ausubel
Cognitive Learning Theory According to Ausubel
Cognitive theories focus so much attention on the conception that the acquisition and retention of new knowledge is a function of the cognitive structure of students who had owned.
Cognitive theories focus so much attention on the conception that the acquisition and retention of new knowledge is a function of the cognitive structure of students who had owned.
Some thought to the arrangement of the contents or subject matter areas of study as a strategy for the organization of learning content that is grounded in cognitive theory, briefly stated as follows :
1) Hierarchical learning2) Analysis of the task3) Subsumptive sequence4) Curriculum spiral5) Theory of Schemes6) Web teaching7) Elaboration Theory
Information Processing Theory of Robert Gagne
Information Processing Theory of Robert Gagne
According to Gagne that learning occurs in the process of receiving information, and then processed to produce output in the form of learning outcomes. According to Gagne stages of the learning process involves eight phases, namely:1.motivation;2. understanding;3. acquisition;4. of storage;5. memories return;6. generalization;7. treatment8. feedback.
According to Gagne that learning occurs in the process of receiving information, and then processed to produce output in the form of learning outcomes. According to Gagne stages of the learning process involves eight phases, namely:1.motivation;2. understanding;3. acquisition;4. of storage;5. memories return;6. generalization;7. treatment8. feedback.
Gestalt Cognitive Learning Theory
Gestalt Cognitive Learning Theory
There are seven principles of organization
are most important are:
1. Figure and Gound Relationship2. Proximity 3. Similarity 4. Common direction 5. Simplicity 6. Closure
There are four assumptions underlying the Gestalt view, namely:
1. Behavior "Molar" should be well studied in comparison with the behavior of "Molecular".2. It is important in studying the behavior is to distinguish between geographical environment with behavioral environment.3. The organism does not react to the stimulus of local or element or a part of the event, but reacted to the whole object or event4. Giving meaning to a sensory stimulus is a dynamic process and not as a static reaction
There are four assumptions underlying the Gestalt view, namely:
1. Behavior "Molar" should be well studied in comparison with the behavior of "Molecular".2. It is important in studying the behavior is to distinguish between geographical environment with behavioral environment.3. The organism does not react to the stimulus of local or element or a part of the event, but reacted to the whole object or event4. Giving meaning to a sensory stimulus is a dynamic process and not as a static reaction
Application of Gestalt theory in the learning process include:
1. In the process of learning, learners should have the ability to insight
2. Learning meaningful (meaningful learning); meaningfulness related elements will support the formation of insight in the learning process.
3. Purposeful behavior (pusposive behavior); that focus on behavioral goals. The learning process will be effective if the students know the objectives to be achieved.
4. The principle of living space (life space); that individual behavior is related to the environment in which it resides.
1. In the process of learning, learners should have the ability to insight
2. Learning meaningful (meaningful learning); meaningfulness related elements will support the formation of insight in the learning process.
3. Purposeful behavior (pusposive behavior); that focus on behavioral goals. The learning process will be effective if the students know the objectives to be achieved.
4. The principle of living space (life space); that individual behavior is related to the environment in which it resides.
Application of Cognitive Learning Theory In the Application of Learning
Activities
Nature of cognitive learning theory is described as a learning activity related to the structuring
of information, perceptual reorganization, and internal
processes.
Nature of cognitive learning theory is described as a learning activity related to the structuring
of information, perceptual reorganization, and internal
processes.
While learning activities follow the principles as follows
1. Students are not as young adults in the process of her thinks
2. Pre-school age children and early elementary school will be able to learn well, especially if using concrete objects.
3. Active student involvement in learning is very overlooked
4. To attract and increase retention of learning to relate the experience or new information in cognitive structure that has been owned by the study.
5. Understanding and retention would be enhanced if the subject matter prepared by using a pattern or a certain logic from simple to complex.
6. Learning to understand would be more meaningful than the rote learning
7. The existence of individual differences in student need to be considered because these factors greatly influence the success of student learning
1. Students are not as young adults in the process of her thinks
2. Pre-school age children and early elementary school will be able to learn well, especially if using concrete objects.
3. Active student involvement in learning is very overlooked
4. To attract and increase retention of learning to relate the experience or new information in cognitive structure that has been owned by the study.
5. Understanding and retention would be enhanced if the subject matter prepared by using a pattern or a certain logic from simple to complex.
6. Learning to understand would be more meaningful than the rote learning
7. The existence of individual differences in student need to be considered because these factors greatly influence the success of student learning
Learning steps according to Piaget
1. Determine the learning objectives.2. Learning material recovered3. Determine which topics students can learn actively.4. Determining an appropriate learning activities for these topics, such as research, problem solving, discussion, simulation, and so forth.5. Develop teaching methods to stimulate creativity and thinking of students.6. Assessment process and student learning outcomes.
Learning steps according to Bruner
1.Determine the learning objectives.2.To identify characteristics of students (initial capabilities, interests, learning styles, and so on)3.Choose the learning material.4.Determine which topics students can learn inductively (from the examples to the generalization)5.Organize learning topics from simple to complex, from concrete to abstract, or from enaktif stage, iconic, to symbolic.6.Develop learning materials in the form of examples, illustrations, tasks, and so forth.7.Assessment process and student learning outcomes.
Learning steps according to Ausubel
1.Determine the learning objectives2. To identify characteristics of students (initial ability, motivation, learning styles, and so on)3. Choosing the subject matter in accordance with the characteristics of students and set them in the form of core concepts.4.Determine the topics and displays them in the form of advance organizer students will learn.5. Assessment process and student learning outcomes 6.Learn the core concepts and apply them in real / concrete.
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