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Essay / Research Paper Abstract
A 5 page paper discussing cognition and learning styles. General education has been under great scrutiny in recent years for failure to achieve a desirable total, final, educational outcome on the level of society. The purpose here is to assess factors that together create an integrated process resulting in a cognitively informed educational design. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduCognProg.rtf
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been under great scrutiny in recent years for failure to achieve a desirable total, final, educational outcome on the level of society. The purpose here is to assess factors
that together create an integrated process resulting in a cognitively informed educational design. Cognitivism in Education As an instructional concept, cognitivism focuses on
"external goals, and the direct impact they can have on the learners. This rigid, and invariable status is attributed to the objective philosophy of knowledge and learning" (Afghari and Zarei,
2003; p. 148). It uses a variety of approaches in order to meet the needs of learners with different styles of learning so that all learners can reach a
common educational goal. As a philosophy and a practice, cognitivism recognizes "the weakness of the behaviorists concepts such as stimuli, reinforcement, reward and punishment. They are believed to be
insufficient to generate the behavior capacities or performance" (Afghari and Zarei, 2003; p. 148). Ultimately, cognitivism should result in learners that have a
firm grasp of knowledge as well as sound critical thinking skills. McKeown, Hopkins, Rizzi and Chrystalbridge (2002) summarize the goals of the cognitive approach to education. They list
the disciplines necessary for training learners in the concepts of sustainable development, which involves knowledge of mathematics, language arts, history, reading and social studies. The combined pedagogical techniques and strategies
of each discipline contribute to an expanded vision of how to teach for creativity, critical thinking, and a desire for life-long learning - all mental habits that support sustainable societies
(McKeown, et al., 2002; p. 19-20). Though McKeown, et al. (2002) focus on development of strategies for teaching the concepts of sustainable development
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