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ERIC Number: EJ935847
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0009-8655
The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices
Yilmaz, Kaya
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v84 n5 p204-212 2011
Learning theories are essential for effective teaching in that they shed light on different aspects of the learning process. The spectrum of learning theories can be categorized into three main areas: behaviorism, cognitivism, and constructivism. "Behaviorism" as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction. In contrast to behaviorism, "cognitivism" is a relatively recent learning theory and its features are not well known or are confused with "constructivism" by teachers. This article aims to provide an overview of the core characteristics of cognitivism, its philosophical and theoretical basis, its implications for classroom practices, and its illustrative teaching methods. Cognitive apprenticeship, reciprocal teaching, anchored instruction, inquiry learning, discovery learning, and problem-based learning are explicated as the most distinctive methods of the cognitive perspective on learning. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A