Conversation Concerning Cognitivism…

Cognitivism began as an alternative theory to behaviorism (Hauser, 2005). Driscoll (2005) compares behaviorism with information processing, a form of cognitivism. Driscoll has an advanced organizer that compares the black box metaphor, where environmental stimuli going into the black box and leading to observed behavior, with the computer metaphor, that input, or sensory stimulation, goes through the human cognitive processes and leads to output, or learned capabilities (2005, p. 142). A set of visuals about these theories can be viewed on the side of this blog post that demonstrates aspects of cognitivism.

The most important contribution to learning theory that Computer Information Processing (CIP) theory, schema theory, situated cognition, and Piaget’s cognitive development theory is that the emphasis on the research is focused on how learning occurs within the learner rather than just on the observable behavior that is seen after learning has taken place. Helpful insights from cognitivism that informs teacher pedagogy include the emphasis on activating prior knowledge, anchoring ideas, and organizing knowledge such as in Meaningful Learning and Schema theory, apprenticeships and communities of practice, and focusing on developmental and cognitive stages as in Piaget’s cognitive development theory (Driscoll, 2005).

Any technology that is used in the teaching and learning process can be categorized under a theory. Cognitivism is one theory that uses the analogy of information processing and computers to understand what goes on the human brain as people learn. Therefore cognitivism definitely is connected to technology as sis connectivism and others. Behaviorism is also connected to learning machines but does not attempt to use an analogy of a machine or computer in the learning processs. Whatever the theory, technology should play a prominent role in discussing it because technology is taking a very large place in K-12 and higher education. Kerr (2007) highlights in his blog post that each learning theory, or _ism, “…is offering something useful without any of them being complete or stand alone in their own right.” Kapp (2007) also reinforces this statement in his response, “We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners.” Both perspectives are important and encapsulate much of the realities in educational research and the discussion of learning theories. The learning process is complex and it takes more than one theory to articulate it. Each theory has its place in education and has its application in the classroom. It reminds me of a good quote, "There is nothing so practical as a good theory" (Ludwig Boltzmann, 1844-1906).

References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Hauser, L. (2005, July 19). Behaviorism, Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm.edu/behavior/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/