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Cognitivist Learning Theory and Its Implications On Classroom Teaching and Learning
Cognitivist Learning Theory and Its Implications On Classroom Teaching and Learning
Cognitivist Learning Theory and Its Implications On Classroom Teaching and Learning
LEARNING
1. INTRODUCTION
Learning is an innate ability in humans and every human being is able to learn without the
knowledge of the intricate processes that made it possible. Illeris, (2000); generalizes learning as
“any processes that in living organisms leads to permanent capacity change and which is not
solely due to biological maturation or aging." He elaborated further, describing learning as the
process of combining influences and experiences of cognition, emotion, and the environment in
order to acquire, enhance, or make changes in one's knowledge, values, skills, and world views.
It is a complex but universal process of converting information and experience into skills,
behaviors and decision making. Scholars have tried to explain learning through many different
theories to understand it better and use the knowledge to aid in teaching efforts. These theories
are based on the assumption made after thorough observation of the learning process itself.
However, different bases also meant that each learning theory implicates different approaches in
the classroom teaching and learning. This academic paper will focus on the cognitivist theory and
its implications towards classroom teaching and learning.
Blanchette and Richards (2010), defined cognitive learning as the mental process of
perception, memory, judgment and reasoning. In cognitive learning, the human brain is likened to
a computer, with information being fed, processed, evaluated, and then outputted or stored in a
systematic and calculated manner. Cognitive learning theory is based upon 6 principles;
The changes in behavior that resulted from learning is not considered as conditioned
behavior. Rather, it is only an indication to what is happening inside the learner’s head. Another
key difference is that cognitive learning theory does not incorporate the need for other stimuli
except the information being learned to produce changes in behavior.
Cognitive learning theory is very grounded and is a solid theory to build a lesson plan on
because of its emphasis on the workings of the brain and lack of uncontrollable variable to be
taken into account during execution. It doesn’t need the tedious repetition of behavior conditioning
neither the student knowledge prerequisites of constructivism-influenced teaching. However, it
can not be viewed as a one-size-fits-all solution either.
List 2
The above list is merely a sample of the many implications of cognitive learning. Other
than those, teachers must also be aware of limitations in the cognitive-learning theory. The lack
of emphasis on the more delicate parts of the human psych can be downfall for any inflexible
teachers who can’t adapt to the tasks at hand.
3. SUMMARY ............................................................................................................................ 4
REFERENCES .......................................................................................................................... 5