Cognitivism vs constructivism
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The document compares and contrasts cognitivism and social constructivism approaches to learning. Cognitivism views learning as an internal cognitive process, focusing on how people think and process information. It is teacher-centered. Social constructivism sees learning as a social process where people actively construct knowledge based on experiences and interactions. It is student-centered and emphasizes collaboration. Both have advantages such as making learning meaningful, but also disadvantages such as difficulty testing constructed knowledge.
Cognitivism vs constructivism
- 2. COGNITIVISM SOCIAL CONSTRUCTIVISM How and why people learn by attributing the process to cognitive activity. This theory followed the behaviorist school of thought. Cognitivism means through interaction and self cognition development to acquire knowledge, and concern what learner know and how to use efficiency way to processing information. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
- 3. Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge.
- 4. COGNITIVISM SOCIAL CONSTRUCTIVISM Teacher-centered learning. Cognitivism has two major components - One methodological, the other theoretical. Methodologically, cognitivism adopts a positivist approach and the belief that psychology can be (in principle) fully explained by the use of experiment, measurement a nd the scientific method Student centered learning. The role of the instructor -as facilitators The nature of the learning process -Learning is an active, social process -Dynamic interaction between task, instructor and learner -Collaboration among learners
- 5. The second is the belief that cognition consists of discrete, internal mental states (representations/symbol) whose manipulation can be described in terms of rules or algorithms. Driven by human needs, degree of effort expanded internal, individual force in control. Sensory motor Preoperational stage Concrete operational stage Formal operational stage Engaging and challenging the learner -Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery. The nature of the learner -The type of learner is self- directed, creative, and innovative.
- 6. COGNITIVISM SOCIAL CONSTRUCTIVISM Know what students‟ prior knowledge is, and make knowledge meaningful. Use the concepts of information processing theory to arrange learning material and help student memorize, we also need to organize new information and relate to existing memory. Let student active research, give proper help when students have question. One of the biggest advantages of constructivism is that the learner will learn to apply their knowledge under appropriate conditions. Use of scaffolding, provided by teacher or group, for individual problem solving (Wilson & Cole, 1991).
- 7. Has revolutionised developmental psychology by focusing attention on active mental processes. We now understand the types of thinking that are possible at various ages. Learners will be able to develop metacognitive skills (Savery & Duffy, 1995). Learners will get support via cognitive apprenticeship in the complex environment rather than simplifying the environment for the learner (Savery & Duffy, 1995). Constructivism calls for the elimination of a standardized curriculum, allowing the curricula customized to the students‟ prior knowledge.
- 8. COGNITIVISM SOCIAL CONSTRUCTIVISM Disadvantage of cognitive learning theory is that it‟s limited to teacher only. It is a teacher based learning. So whatever the teachers‟ knowledge that's the only things they can learn. While schemas help to make learning more meaningful, a learner at a disadvantage whenever relevant schemas or prerequisite knowledge do not exist. To account for this, a designer will need to ensure that the instruction is appropriate for all skill levels and experiences. One of the biggest disadvantages of constructivism is that the curricula customized to the students‟ prior knowledge All students are going to have different prior knowledge, teachers cannot customize curriculum to every single student.
- 9. Designing such instruction could be costly and time- consuming. it offers clear direction and purpose but such a fixed set of expectations can limit the potential of the learning. Learners and instructors may become satisfied with obtaining minimum competencies or carry the attitude that “if it‟s not broke, then don‟t fix it!” when the learning experience could actually be designed better. Constructed knowledge is difficult to test, since learners will construct individual representations of any to-be-learned content. Constructivism calls for the elimination of grades and standardized testing. Makes it impossible to compare student progress.
- 10. COGNITIVISM SOCIAL CONSTRUCTIVISM A cognitive theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. Example This view leads to a classroom focus on using learning strategies that have been observed in successful language learners and to a view of the learner as an 'information-processor', with limitations as to how much new information can be retained, and who needs strategies to be able to transfer information into memory. Jean Piaget point out that all knowledge is the result of active processes of knowledge construction by the child in his/her cognitive development. He argues that it is implausible to assume no cross-influences from a child's general cognitive development to her/his language development (and vice versa). Lev Vygotsky underlines the importance of social interactions for the cognitive and language development of children.
- 11. Cognitive theories view second-language acquisition as a special case of more general learning mechanisms in the brain. In the classroom Relevant activities include review and revision, class vocabulary bags, using a scaffolding approach with young learners, analysis and discussion of language and topics, inductive approaches and learner training. All language learning is the result of active processes of knowledge construction by the learner. In that view knowledge of language emerges as the result of interactions of innate cognitive abilities with social forces and environmental conditions that take a shaping influence on their development.
- 12. Cognitive-code approach The cognitive-code approach of the 1970s emphasised that language learning involved active mental processes Emphasized the importance of meaningful practice, and the structures were presented inductively, i.e. the rules came after exposure to examples. Example The aim of the class is for learners to understand the „rule of the day', which is that the past form of regular verbs is made using -ed. The teacher elicits a dialogue that includes clear examples of the structure. The learners practise it, and the teacher uses it to elicit the rules. Second language acquisition is greatly affected by the degree of social distance between the learner and the target- language culture. Social distance refers to the learner as a member of a social group that is in contact with another social group whose members speak a different language.