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NI LUH RIN RIANTINI
NI WAYAN SRI SANTIKA DEWI NI LUH PUTU WIDYA DHARMA YANTHI
HEADLINE
DEFINITION OF COGNITIVE LEARNING THEORY In View of Cognitive Learning Theory According to the Experts Application of Cognitive Learning Theory In the Application of Learning Activities
Cognitive Learning Theory According to Ausubel Information Processing Theory of Robert Gagne Gestalt Cognitive Learning Theory
years).
c. Developments include the development of intellectual skills to talk to yourself or to others through words or the symbol of what has been done and what will be done
d. Systematic interaction between tutors, teachers or parents with children is necessary for cognitive development. e. Language is the key to cognitive development, because language is a means of communication between humans. To understand the concepts that have required language. f. Cognitive development is characterized by an ability to put forward some alternatives
1) Phase enactive
2) Phase iconic
3) Phase symbolic
formation of concepts and understanding of concepts. Difference between the two is:
1) The purpose and the pressure of the two forms of categorizing behavior is different
Bruner considers that a concept has five elements, and someone said to understand a concept if he knew all the elements of this concept include
1) Name 2) Examples of both positive and negative. 3) Characteristics, both the principal or not. 4) Range of characteristics. 5) Rule.
Cognitive theories focus so much attention on the conception that the acquisition and retention of new knowledge is a function of the cognitive structure of students who had owned.
Some thought to the arrangement of the contents or subject matter areas of study as a strategy for the organization of learning content that is grounded in cognitive theory, briefly stated as follows :
1) Hierarchical learning 2) Analysis of the task 3) Subsumptive sequence 4) Curriculum spiral 5) Theory of Schemes 6) Web teaching 7) Elaboration Theory
1. 2. 3. 4. 5. 6. 7. 8.
Nature of cognitive learning theory is described as a learning activity related to the structuring of information, perceptual reorganization, and internal processes.
1. Determine the learning objectives. 2. Learning material recovered 3. Determine which topics students can learn actively. 4. Determining an appropriate learning activities for these topics, such as research, problem solving, discussion, simulation, and so forth. 5. Develop teaching methods to stimulate creativity and thinking of students. 6. Assessment process and student learning outcomes.
1.Determine the learning objectives. 2.To identify characteristics of students (initial capabilities, interests, learning styles, and so on) 3.Choose the learning material. 4.Determine which topics students can learn inductively (from the examples to the generalization) 5.Organize learning topics from simple to complex, from concrete to abstract, or from enaktif stage, iconic, to symbolic. 6.Develop learning materials in the form of examples, illustrations, tasks, and so forth. 7.Assessment process and student learning outcomes.