1. SALALE UNIVERSITY COLLEGE OF HEALTH SCIENCE
DEPARTMENT OF MIDWIFERY
MSC IN MATERNITY AND NEONATAL HEALTH
HEALTH PROFESSIONALS EDUCATION AND CURRICULUM DEVELOPMENT
GROUP ASSINGMENT ON COGNITIVISM
Presented to:- MR. Mulugeta Fayesa ( MSc)
Presented By:- Abdi Gurmu
May,2023
Fitche, Ethiopia
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2. Group Members Name and ID. No
1. Abdi Gurmu ………………………RM 0196/15
2. Ayehubizu Beyene………………RM 0203/15
3. Abdulwahid Shezuber………….RM 0197/15
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3. Outline
Introduction
Definition
Cognitivism learning strategies
Jean Piaget’s theory
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4. Objectives
At the end of presentation students should be able to:
• Understand the meaning and scope of cognitivism
• State the different strategies through which
cognitivism takes place
• Explain the importance of cognitivism/ cognitive
learning
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5. Introduction
Learning theory describes how students receive,
process, and retain knowledge during learning.
Cognitive, emotional and environmental factors, as
well as prior experience influence students
understanding.
There are five primary educational learning theories:
Behaviorism, Cognitivism, Constructivism, Humanism,
and Connectivism.
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6. Cognitivism
Cognitivism is a theory of learning that focuses on
how we receive, organize, store and recall information
in our minds.
Cognitivist learning states that the way we learn is
determined by the way our mind takes in, stores,
processes and then accesses information.
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7. Cognitivism cont.
Cognitivism also known as cognitive learning theory,
helps in developing better programs for learners
because it uses research that focuses on the brain
and mental processes for acquiring and using new
information.
Cognitivists believe that their theory is the primary
foundation for explaining how we learn things.
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8. Cognitivism cont.
Developing a strong knowledge of cognitivism can
help anyone who is attempting to teach new
information or concepts to others.
 when a student is trying to learn something new,
there is usually some sort of prior knowledge that they
can use to anchor that new information and connect
the new knowledge to it
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9. Cognitivism cont.
The human mind functions like an information
processor or computer that uses our internally
stored information and connects it to external
factors in order to create new learning.
Cognitivism is viewed as the mainstream for all
research and foundations of learning design.
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10. Cognitive Learning Strategies
learners can use different strategies to offer a richer
learning experience where hopefully the new
knowledge that is acquired can be stored away into
long-term memory and become part of our permanent
knowledge base.
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11. Cognitive Learning Strategies cont.
It is important to be clear about the task involved
and what type of learning is required to employ the
task for that strategy to be effective
There are strategies that can be used in the
beginning, middle, and end of the learning cycle in
order to conceptualize the learning and build new
knowledge
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12. Beginning strategies
Anticipation guides and KWL charts.
 An anticipation guide is similar to a pre-test it allows:-
• The learner to look at questions before the concept is taught
and try to guess correct answers
• To discuss or wonder what the lesson will be about based on
the anticipatory set of questions.
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13. Beginning strategies cont.
A KWL (Know, Want to know, Learn) chart is a table
that allows students to write down what they know
about a topic and what they want to know about it.
During or after the lesson cycle they fill in the "L"
section of the chart according to what they are
learning.
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14. Middle strategies
Concept maps, sorting activities, classifying
information and note-taking.
Concept maps also known as mind maps, are visual
representations of information.
Another term for concept maps is graphic organizers,
or thinking maps
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15. Middle strategies cont.
They can take the shape of tables, T-charts, diagrams,
timelines, and tree maps (to branch off concepts into
details)
Sorting activities, or concept sorts, are more hands-on
and are usually prepared by the teacher ahead of time
so that students can categorize concepts using cards or
strips of paper.
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16. Middle strategies cont.
Classification of information, either by sorting or
concept mapping is effective because it supports the
development of schema in the brain so that further
connections can be made.
Different methods of note-taking styles can be
employed to organize information such as outlines or
Cornell style notes.
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17. Ending strategies
Reflection questions, compare and contrast,
completing the "L" section of the KWL chart, drawing a
picture, or talking to a partner about what they
learned.
There are limitless opportunities to formatively assess
whether a new concept or skill has been learned.
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18. Benefits of Cognitive Learning
1.Enhances learning:- Cognitive learning theory
enhances lifelong learning. students can build upon
previous ideas and apply new concepts to already
existing knowledge
2.Boosts confidence:- Students become more
confident in approaching tasks as they get a deeper
understanding of new topics and learn new skills
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19. Benefits of Cognitive Learning cont.
3. Enhances Comprehension:- Cognitive learning
improves learners comprehension of acquiring new
information. They can develop a deeper understanding of
new learning materials
4. Improves problem-solving skills:- Cognitive learning
equips learners with the skills they need to learn effectively.
They are thereby able to develop problem-solving skills they
can apply under challenging tasks
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20. Jean Piaget’s theory
• Jean Piaget was one of the main contributors of cognitivism
• Jean Piaget’s theory of cognitive development suggests that
intelligence changes as children grow.
• Piaget identified stages of cognition that all children pass
through universally based on their age and stage of mental
development.
• The predictable stages of cognition that Piaget identified were
sensorimotor, pre-operational, concrete operational and
formal operational
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21. Sensorimotor stage: birth to 2 years
 The first stage is the sensorimotor stage and during
this stage the infant focuses on physical sensations and
on learning to coordinate his body
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22. Preoperational stage: 2 to 7 years
 Characterized by the development of
language and children begin to enjoy the
participation of another child in their games and “lets
pretend “ play becomes more important
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23. Concrete operational stage: 7 to 11 years
 Piaget considered the concrete stage a major turning
point in the child’s cognitive development because it
marks the beginning of logical or operational thought
but children still struggle with abstract and theoretical
thinking.
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24. Formal operational stage: ages 12 and Over
 As adolescents enter this stage they gain the ability to
think in an abstract manner, the ability to combine and
classify items in a more sophisticated way and the
capacity for deductive reasoning.
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25. References
1. Bigge, M.L. (1982). Learning Theory for Teacher. New York:
Harper & Row Publishers Inc.
2. Bruner, J:S., Goodnow, J.J. & Austin, G.A. (1977). A study of
Thinking. New York: John Wiley and Sons Inc.
3. Carroll, J.B. (1964). Words, Meanings and Concepts. Harvard
Educational Review, 34: 178-202.
4. Eggen, P.D. & Kauchak, D. (1992). Educational Psychology;
Classroom Connections. New York:. McMillan
5. Gage, N.L. & Berliner, David, C. (1992). Educational
Psychology (5th edn.). Boston: Houghton Miffin.
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