M P H I L T H E S I S D E F E N S E
B Y
K A R N A B A H A D U R C H O N G B A N G
S U P E R V I S O R : A S S O C . P R O F . P E S H A L K H A N A L , P H . D .
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Instruction in Classroom-situated Cognitive Multiplicity of higher
Education: An Understanding Pedagogy
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Researcher on a facilitating role
Interaction-based thesis orientation for the students of Masters Degree in Education
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Classroom instructional context of higher education
Students of M. Ed. first year participating in the classroom instruction of mono-method or linear instruction
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Technologically, on the way of transformation of the classrooms
The students waiting for classroom instruction with power point in the class of Masters Degree in Education majoring Biology Teaching Education.
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Outline of the Presentation
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General feature of the thesis
Previous researches yet to enter
Justification of the study
Research questions
Philosophical grounding
Theoretical consideration
Research methodology
Classroom situated cognitive practice into praxis
Pedagogical practice into praxis
Major findings
Conclusion
Implications
General Features of the Thesis
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Thesis journey from lived experience of classroom context
Multi-paradigmatic world view, multi-theories, multi-
disciplines and multi-methods
Qualitative sounding but quantitative silence
Nine chapters and 156 pages in the thesis
Researcher inclusive research
Understanding and exploring intersections of the classroom
cognitions and pedagogical practices
Previous Researches Yet to Enter
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Asian Development Bank(2014) and
HMG/UNDP/World Bank Project (1995) have found
lecture method being used by the instructors are
traditional and ineffective.
The research of this thesis intended to explore, really
lecture method is not effective?, and it has explored
cognitive rationality of ineffectiveness of the lecture
method.
Justification of the Study
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Finds the cognitive grounds of the students who were
characterized by cognitively inactive
Finds the cognitive bases of classroom pedagogy in the
higher education
Thrusts to re-conceptualize a pedagogy in context of the
cognitive multiplicity/diversities of the classroom in the
higher education.
Research Questions
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Why are the cognitions of all students not activated in the classroom?
How are the pedagogical practices working in the classroom?
What would be the pedagogical design to respond the cognitive multiplicity/ complexity of higher education classroom?
Philosophical Grounding
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Multi- paradigmatic approach:
Ignores philosophic/paradigmatic captivity
Paradigmatic compatibility in human life
Objective and subjective constructions
Eclecticism
Confluence of paradigms(Guba & Lincoln, 2005)
Unavoidable in the human life and practice
Theoretical Considerations
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Theories involved in intersection of cognition and pedagogy
Multi- disciplinary perspectives to understand cognition: psychology, personal philosophy and education
Pedagogical understanding: teaching, instruction, pedagogy and andragogy, (yet to knock to Heutagogy, Hase & Kenyon, 2000)
Research Methodology
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Research design: Qualitative sounding and quantitative silence research design
Research methods: Analytic auto-ethnography-led interview and FGD, participant observation, unobtrusive measures and open-ended questionnaire.
Research site, research participants and sampling : Campuses of Kathmandu valley and out-skirt of it;
25 teachers, 50 students and 4 papers of examinees; and
purposeful, convenience, stratified nonrandom and accidental sampling
Translating the Classroom Situated Cognition into Praxis
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Approaching to cognition through meta-cognition
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Object level(Cognition)
Co
ntro
l
Mo
nit
ori
ng
Cognition as the basis of learning: A Critical Review
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Inherent
cognitivism
Inherent information
processing
Social
Cognitivism
Behavior imitation
cognition
Type-III
Cognitive
learning
Type-II
Cognitive
learning
Behavioristic
Cognitivism
Type-I
Cognitive
learning
Social
constructivism
Social interaction
cognition
Type-IV
Cognitive
learning
Cognition from Triadic Disciplinary Perspectives
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Classroom cognitionSelf-system
Meta-cognitionCognition
(retrieving, understanding,
organization, synthesis, ..)
Psychology(Cognition)
Education(Learning)
Philosophy
(Epistemological
belief)
Cognitive Diversities/Multiplicities in Classroom
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Dimensions of
cognitive
diversity/multiplicit
y/complexity in
classroom
Cognitive processCognitive style
Thought systemContent
schemata
Translating the Pedagogical Practice into Praxis
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Understanding Practiced Pedagogy: Three -tiered Pedagogical Paradigm
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Lecture method
Knowledge dissemination Information delivery
Content –driven pedagogy
Content-valued pedagogy Instructor as non responsive
Grand narrative -derived contents
Universal theories of western culture(Sim, 2011)
Grand narratives through modernism(Lyotard, 1979)
Conceptualizing Pedagogical Transformation
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Realization of the flaws of using lecture method to respond the students’ cognition
Critical reflective practice (Brookfield, 1995) as vehicle to transform personal pedagogical practice through the stages of examination, struggle and tranformation (Larrivee,2000)
Possession of transformative disposition of the educators
Authenticity of pedagogical practice
Transforming the pedagogical praxis in the professional life: complex adaptive system(Tosey, 2002)
Major Research Findings
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Classroom Situated Cognition
Academic content-shaped schemata of the students as impact of lock step system of formal curriculum.
Classroom instruction was found tended to the formation of Purposive Memory.
Language schemata was found as barrier in the formation of content schemata.
Two categories of students’ cognitive multiplicity: substantive multiplicity (content schemata and thought system) and cognitive procedural multiplicity (cognitive style and cognitive process)
Cont…
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Pedagogical Practices
Three tiered paradigm of practiced pedagogy: grand narrative-derived content, content driven pedagogy and lecture method
Classroom instruction was found as knowledge dissemination and information delivery.
Pedagogical mono-method was found not sufficient to respond or to intersect the multiplicity and complexity of classroom cognition in the higher education.
Cont…
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Lecture method was found being favored by the few students who had FID cognitive style.
Integrated Pedagogical Approach was found comparatively more effective to respond the students with diverse cognition and with far distracted conceptual learning.
Cont…
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Pedagogical Transformative Disposition
Transformative dispositions: requires cognitive engagement, schematic activation etc.
Every instructor has developed and on the way to develop a teaching style and behavior through reflective practice which have satisfied students in terms of content sufficiency and presentation.
Cont…
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Pedagogical transformation occurred in the academic professional life of instructor was felt not sufficient with out Higher Education Pedagogical Program.
Conclusion
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Pedagogical Program for Higher Education Instruction is required to transform the higher education classroom instruction.
Critical Integrated Pedagogical Approach/Design is the way to intersect the multiplicity of the students’ cognitions and to respond the classroom cognitive complexity.
Critical Integrated Pedagogy
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Ped
agogic
al A
pp
roach
es
Argument, dialog,
oral-written
discourse etc.
Implications
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to extend pedagogical theories towards the pedagogical complexity approach/critical integrated pedagogical approach
to think of Program for Higher Education Pedagogy
to extend the pedagogical research in the higher education
to think of pedagogical practice for cognitive activation and engagement
Instructor as an ice-breaker of cognitive learning and caretaker of
thought systems of classroom!
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Thank you !
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