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By : Shazana
Fathin
Linda
Syazwani
Abiramy
Yogesh
Huzaifah
Anas
Azaly
Azwan
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Cognitivism is the theory that
describes how information is
processed to produce learning. It
is the change in a learners
mental behaviour.
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Explanation
Cognitivism is a learning throughconscious and reasoned thinking process.
It processes the information andexperiences that we gain mentally, and
cannot be measured by behaviour
directly.
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For example :
A child saw a chicken has two legs. When he
saw a duck, he thought that it is also a
chicken. It shows that the child has
produced a schema that every two legged
animal is a chicken. Thus, when the teachershows the picture of duck, they learn that
not all two legged animal is a chicken. They
assimilate the new information with whatthey have learnt.
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Characteristics
Cannot directly measured by behaviour
A naughty boy doesnt mean that he is
stupid or not a good learner.
Focus attention and stimulate curiosity
and interest.
Learners need to recognise or perceive theinformation before they can process it.
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Organise the new information into logical
systems.
Learners categorise information so they can
discern the difference between critical and
non-critical information.
Elaborate the new information by adding
to it with examples.
Helps learners to make comparisonsbetween the known and unknown.
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Give learners time to
develop metacognitive skills. Learners can reflect on and understand
their own learning process, so they can
monitor their progress and makemodifications accordingly.
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Examples in classroom
Making graphic organizer
Refer back to what we learn by conclude it
in a mind map or graphic organizer. It canhelps them to memorize the content in a
long time.
Underlining key words The key words helps child to understand the
content and remember it.
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Scrabble
Learn new words and adapt to their cognitive
experience
Puzzles
Finding a solution to a puzzle develops a
child's problem solving ability. Puzzles requirea child to consider patterns, orders, andassociations. Children who actively solve
puzzles that they are able to touch and piece
together are more likely to understand certainconcepts and develop their own theoriesabout those concepts.
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Strengths
Explanations are based at a functional and
psychological level compared to the
physiological approach.
Evaluate the students based on their
performance not their appearance.
Very effective to evaluate the students
performance very well.
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Weaknesses
The teachers must be very precise regarding
their students ability.
need to know how to handle the students
according to their cognitive level.
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Implications in classroom
Teachers need to be aware that all
students are trying to learn.
Learning difficulties often indicateineffective or inappropriate cognitive
processes, especially for children with learning
disabilities, who tend to process information
less effectively.
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Teachers should show how new ideasrelate to previous learning.
New information is most easily acquiredwhen people can associate it with things they
have already learned.
Teachers can facilitate students' learningby presenting information in an
organized manner.
This organization should reflect students'previous knowledge and show how one thingrelates to the other.
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JEAN PIAGET
Four stages of cognitive development.
Sensorimotor stage.
This stage typically lasts until a child is
about two years old.
A child explores the world through his senses:
taste, touch, sight, sound, and smell.
A child will also develop some motor skillsduring this time. However, children typically have
no understanding of symbolic representation.
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Preoperational stage.
Occurs when a child begins and continues to
develop language and thinking skills, and typicallylasts from age two until age seven.
The child also becomes focused on himself andhow the world relates to him.
Concrete operational stage. Usually occurs between the ages of seven andtwelve.
Children also begin to develop logical thinking;they begin to understand that the way objects areset up has nothing to do with the amount of anobject.
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Formal operational stage.
Begins around age twelve and laststhroughout our adult lives.
During this stage we develop both logical
and abstract thinking. Our thought process isever changing.
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Piaget also believed that a child who hadn't
completed certain developmental stages could
not learn things from higher developmentalstages. For example, a child who has not
learned language could not think logically.
He believed that the human mind isembedded with specific ways of doing things.
For example, a baby knows how to suck
his thumb without being taught, webreathe unconsciously, and our hearts beat
without being ordered to.
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There are three major concepts when dealing
with changing ingrained schemes.
Assimilation occurs when a person perceives
a new object in terms of existing knowledge.
Accommodation occurs when you modify
existing cognitive structures based on new
information.
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Equilibration includes both assimilation and
accommodation and is considered the masterdevelopmental process.
For example, a child who has only been
around sports cars will believe that a car issmall, has two doors, and is fast. When he
sees a minivan, he must change his belief
about what a car is. Once he accepts that a
minivan is a type of car and a sports car is
another type of car, equilibration is achieved.
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Comparison between Social
Constructivism and Cognitivism
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