ERIC Number: ED401184
Record Type: RIE
Publication Date: 1995
Cognitive Psychology and Constructivism: Concepts, Principles, and Implications within the Social Science Disciplines and Applications for Social Studies Education.
Stahl, Robert J.
After a brief introduction to cognitive psychology, this paper provides a set of principles from cognitive psychology, information processing theory, and constructivist psychology; outlines examples of the existence and often longtime, conscious use of contemporary cognitive psychology assumptions and conceptions in the social and behavioral science disciplines; states practical applications of selected constructs and assumptions for learning and instruction in the social science disciplines and in social studies classrooms; and describes, briefly, why a failure to comprehend, accept, and use these conceptions and principles may interfere with student attainment of the desired outcomes of social studies education--as well as interfere with student success in attaining and using these perspectives of "knowing" and "inquiry" advocated by social scientists. Presently, social studies educators have no viable alternative to accepting a cognitive psychology perspective relative to thinking, learning, functioning, and acting as human beings in the world. There currently is no viable alternative to notions concerning human thinking, learning, and acting generated from the cognitive psychological perspectives. Contains over 100 references. (LAP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Chicago, IL, November 9, 1995).