Cognitive Dimensions Of Learning Research Articles

Increasing Cultural Literacy in Social Studies Learning Through an Inquiry Reflective Thinking Approach

Cultural literacy is important in contemporary studies because it helps us understand and appreciate the cultural diversity that exists around us. In an increasingly connected and globalized world, understanding different cultures is key to promoting tolerance, reducing intercultural conflict, and building better relationships between people. Through cultural literacy in social studies learning using a reflective inquiry approach, we can understand the historical background, values, norms and traditions that form a culture. This research aims to explore through a literature review how to increase cultural literacy in social studies learning through reflective inquiry thinking. This research method uses a literature review by Cohen & Lawrence Manion, Keith Morrison. The results of cultural space research are formed by three axes, namely knowledge, values ​​and regulations. The influence of globalization has both negative and positive impacts on the existence of local culture and developing student competence through cultural literacy will develop awareness of the affective and cognitive dimensions of learning. Strengthening social studies content through a reflective inquiry thinking approach can be done with student-centered learning, diverse learning resources, and creating a conducive learning environment. Reflective inquiry is not only limited to statements or examinations, but includes the process of research, curiosity, analysis, and drawing conclusions about the things being examined or researched.

Assessing the Impact of Gamification in STEM Education: A Case Study of Middle School Classrooms

This has a look at investigates the impact of gamification on middle faculty STEM training, focusing on pupil motivation, engagement, and information of complex concepts. Employing a qualitative case look at method, statistics were gathered thru interviews and observations for the duration of an 8-week gamification intervention. The consequences reveal a massive growth in pupil motivation and engagement, as well as an improved information of complex STEM standards. Collaborative studying and crew dynamics additionally emerged as remarkable results. The findings propose that gamification, while thoughtfully integrated into the curriculum, can beautify each affective and cognitive dimensions of learning. Despite diagnosed challenges, the have a look at advocates for the tailor-made implementation of gamification in STEM schooling, emphasizing inclusivity and ongoing expert development for educators.

A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design

Climate change education is seen as an important contributor to climate change mitigation. Yet, its predominant focus on cognitive learning tends to omit the emotional effects of learning about climate change, which often entails learners feeling anxious and overwhelmed and therefore struggling to engage with and enact ‘solutions’. This paper addresses a gap in current environmental education research relating to the role that the design of educational content might play in engaging with the emotional dimension of learning in environmental and sustainability education. In this effort, the paper draws on constructive journalism to provide an account of how the design of content influences the appropriation of content on both a cognitive and emotional level by the learner. The paper outlines three content design tools (solutions orientation, future orientation, community orientation) that aim to reconcile the emotional and cognitive dimensions of learning while supporting the agency of learners and a democratic conception of climate change education.

Cognitive Dimension of Learning Using Garden-Based Education towards Sustainability: A Meta-Synthesis

Garden-based education (GBE) is an innovative approach to enhancing learners’ academic performance. However, the mechanism of how it develops the cognitive domain of learning is unclear. This meta-synthesis of 22 published articles focusing on garden-based education integration in the educative process examined its impact on mental aspects of learning. Secondary data from each reviewed article were extracted and analyzed thematically. Five themes emerged describing the impact of GBE on the cognitive domain of learning, namely, 1) experiential learning, 2) meaningful learning, 3) explicit and implicit learning, 4) discovery learning, and 5) transmissible learning. GBE is a successful program in most of the basic education curriculum integration contributing to the improvement of academic performance. Albeit, there is no standard template for its implementation as it varies across context and educational system, adopting the general principle of school garden learning in the teaching and learning process is beneficial for sustainable learning outcomes.

Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory.

A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognised as having problems in attention, learning and memory by a health or education practitioner. Assessments included phonological processing, information processing speed, short-term and working memory, and executive functions, and attainments in word reading, spelling, and maths. Data reduction methods identified three dimensions of phonological processing, processing speed and executive function for the sample as a whole. This model was comparable for children with and without ADHD. The severity of learning difficulties in literacy was linked with phonological processing skills, and in maths with executive control. Associations between cognition and learning were similar across younger and older children and individuals with and without ADHD, although stronger links between learning-related problems and both executive skills and processing speed were observed in children with ADHD. The results establish clear domain-specific cognitive pathways to learning that distinguish individuals in the heterogeneous population of children struggling to learn.

Supplemental Material for Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory

Supplemental Material for Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory

A Case-Study Approach to Teaching Population Management & Conservation

Conservation employers have long valued the in-depth, highly technical training provided by graduate and undergraduate environmental science curricula. However, employers also highly value communication and critical-thinking skills beyond research science, especially the ability to make management decisions within sociopolitical, financial, and ecological contexts. I developed and implemented a budgeted management plan assignment in lower- and upper-level courses in biology and environmental studies programs at an undergraduate liberal arts college. Students must develop specific, assessable conservation objectives to manage a population within a budget that limits available money, time, and sociopolitical will. Students must conduct extensive scientific literature reviews, then decide which of 89 actions will be most cost-effective. Instructors and students responded positively to the assignment, particularly noting difficulty, realism, and interdisciplinarity as defining features, especially in comparison to more traditional field lab reports. The resulting writing assignment involves little class time and instructor supervision, can be customized for both advanced undergraduate and secondary education curricula, and involves high critical-thinking skills in all four cognitive dimensions of learning as described by Anderson and Krathwohl (2001).

Integrating Social-Emotional and Academic Development in Teachers’ Approaches to Educating Students

Student success should incorporate not only academic achievement, but also the skills and competence to identify and effectively pursue personal life goals. However, success has become narrowly defined by test scores, which minimizes students’ opportunities for growth and development. Research findings show the interrelatedness of social, emotional, and cognitive dimensions of learning and how these dimensions shape positive student outcomes. In this article, we discuss how schools can integrate social, emotional, and academic development in optimizing student learning. Foregrounding teachers, the engines that drive the educational practices within schools, we describe their role in shaping student outcomes and identify the essential knowledge and skills needed to create academically and emotionally enriched spaces for students. We discuss the gaps in current teacher education and professional development (PD) programs that result in teachers being ill-prepared for the realities of the classroom. Finally, policy implications for teacher education, PD, and school reorganization are discussed.

Stimulating Learning through Policy Experimentation: A Multi-Case Analysis of How Design Influences Policy Learning Outcomes in Experiments for Climate Adaptation

Learning from policy experimentation is a promising way to approach the “wicked problem” of climate adaptation, which is characterised by knowledge gaps and contested understandings of future risk. However, although the role of learning in shaping public policy is well understood, and experiments are expected to facilitate learning, little is known about how experiments produce learning, what types of learning, and how they can be designed to enhance learning effects. Using quantitative research methods, we explore how design choices influence the learning experiences of 173 participants in 18 policy experiments conducted in the Netherlands between 1997 and 2016. The experiments are divided into three “ideal types” that are expected to produce different levels and types of learning. The findings show that policy experiments produce cognitive and relational learning effects, but less normative learning, and experiment design influenced three of six measured dimensions of learning, especially the cognitive learning dimensions. This reveals a trade-off between designing for knowledge development and designing for normative or relational changes; choices that experiment designers should make in the context of their adaptation problem. Our findings also show the role leadership plays in building trust.

Экспериментально-генетический метод в контексте обучения естественным наукам в дошкольном возрасте: исследование развития научного мышления с позиции культурно-исторического подхода

The study reported in this paper aims to structure a cultural-historical understanding on how early childhood children experience science and how they develop scientific thinking as they interact with the social, cultural and material world. Moving beyond the cognitive dimensions of learning by interrelating different aspects of the process of children’s scientific thinking development constitutes a research prior- ity for the study. From a wide range of collected data, in the present article one qualitative empirical case study is presented. The detailed single example that is analyzed refers to a kindergarten female student, aged 5.2 years old, from an urban area of Greece. A developmental research methodology as specified from the requirements of cultural-historical theory framework is used. Following four of the main principles of the experimental genetic method, this study creates a fecund ground for a cultural-historical exploration and interpretation of the very processes of the child’s development. The collection of the data was achieved through expanded, open-type conversations conducted at three concrete phases between the case study child, two of her peers and the educator. Drawing upon the system of theoretical concepts of cultural- historical theory the analysis is mainly based on the concept of perezhivanie as analytical tool as well as the concept of the developmental trajectories. The concept of the conceptualization of a precursor model as a theoretical tool that derives from the field of Science Education is also used. The analysis gives insights into how a certain social situation between children and educators in kindergarten settings becomes the unique social situation of a child’s development. Using as a base the dialectic perspective that Vygotsky posed in the analysis of human psyche, the study in this paper offers a creative insight in order to elaborate on a broad and dynamic understanding of the child’s development instead of an individualistic and static in- terpretation on her cognitive evolution. This cultural-historical reading is essential in capturing the child’s thinking in all its complexity as well as the uniqueness of the child. Summarizing the above, in this paper, new directions are laid for a more fruitful and dynamic support of young children’s learning and development in science through cultural- based educational practices and settings in kindergarten.

Modern education: a tragedy of the commons

The primary objective of this paper is to suggest a mechanism by which current trends in public education, in particular the rise of externally defined numerical metrics of achievement to define school success, operate to shape school policy, curriculum and practice. Here, we argue that the modern school’s focus on the cognitive dimension of learning in combination with the extensive use of standardized tests as primary evidence of a quality education exploit students as a particular kind of commodity: one that is held in common. This opens the door for a pernicious set of predictable outcomes, known collectively as ‘tragedies of the commons’, first described by the ecologist Garrett Hardin in 1968. From our perspective as researchers, we first describe how a tragedy of the commons can arise in schools. Next, we present a description of a tragedy of the commons at a particular school, illustrating how the school deals with external accountability pressures as would be predicted by the logic of the tragedy of the commons, and how these pressures shape school policy, curriculum and practice. Finally, we suggest how these pressures might be attenuated by purposefully building a strong sense of school community that fosters communication and trust.

Exploratory Examination of Relationships between Learning Styles and Creative Thinking in Math Students

It is believed that identifying any strong relationships between learning styles and creative thinking within the context of the math classroom will help improve instruction by providing course delivery strategies tailored to different learning preferences and promotion of creative thinking. Thus, the purpose of the current study is to identify which (if any) of the cognitive learning dimensions would be related to creative thinking in math students. The major findings of this study indicate that creative thinking, assessed by RAT, and learning preferences, evaluated by ILS, are not highly correlated. Over all, students in this study show a balanced learning preference across four dimensions. In summary, this study directs a possible path for future researchers to investigate this phenomenon. Keyword: Learning style, creative thinking, math tutoring, math classroom.

Bodies in narratives of doctoral students' learning and experience

Existing research on doctoral education documents levels of satisfaction, the difficulties students face and variations according to demographic variables. Cognitive dimensions of learning are emphasised, and calls to attend to bodies in doctoral education remain largely unheeded. This article draws on theoretical work that rejects Cartesian mind/body opposition, asking ‘in what ways do doctoral students’ bodies matter?' Thirty-three students were interviewed, and through analysis four themes identified: being with body, bodies in space, bodily practices and bodily experiences. The bodily dimensions of familiar issues, including race, gender, fatigue, and stress, are highlighted, and connections made between bodies and doctoral writing, thinking, age and the spaces in which students live and work. The themes provide new ways of understanding what it means to be and learn as a doctoral student. Taking bodies into account offers a fuller picture of how doctoral work is accomplished and the tolls this exerts on students.

Skiing, Cheese Fondue and Swiss Watches: Analogical Discourse in Vocational Training Interactions

When trainers or teachers in the field of initial vocational education explain abstract notions, refer to technical objects or emphasize the specificities of technical skills, they often call forth concepts and practices different from those that are directly salient in the training situations in which they engage. The aim of this paper is to contribute to a better understanding of the empirical realities associated with such phenomena by promoting a discursive and interactional approach of what we propose to term “analogical discourse”. Considering that analogies are performed and shared trough language and speech, we propose that concepts and methodological tools borrowed from the field of linguistics can be profitably applied to the analysis of analogical discourse. Not only can they reveal the dynamic and collective nature of analogies as they are performed, disseminated and sometimes negotiated amongst participants, but they can also help reflect about the complexities of vocational learning as it takes place in specific material, practical and socio-cultural environments. From that standpoint, the paper proposes to see analogies not only as related to conceptual development and cognitive dimensions of learning, but as a substantial contribution to the social, cultural and relational dimensions of it.

Learning beyond the surface: engaging the cognitive, affective and spiritual dimensions within the curriculum

In Australia the separation of mind, body and spirit by secular society has had a significant influence on educational trends. An outcomes‐based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students' lives have often been understated. Classroom programs in religious education have been affected by this educational climate where the pendulum has swung in favour of the achievement of cognitive learning outcomes. The cognitive dimension of learning is an integral part of the learning dynamic. However the roles of thinking, feeling and reflecting/intuiting are complementary within this process. Religious education is one curriculum area that can effectively address the interplay between the cognitive, affective and spiritual dimensions of learning. This paper outlines a model explored with pre‐service teachers at a publicly funded Catholic university. This model addresses the complementarity of the cognitive, affective and spiritual dimensions of learning. Examples of pre‐service teachers' work are drawn upon to demonstrate the interplay of these dimensions and to show how in practice this might be achieved within school curricula.

Digital Storytelling and American Studies

In recent years, digital storytelling has emerged as an alternative medium of knowledge production for students in American studies. A growing number of faculty are creating assignments which combine methodological markers of American studies and reinvented notions of critical pedagogy in a multimedia learning environment. Based on an analysis of student learning and interviews with student producers of digital stories, this essay investigates the potential of digital storytelling for the development of voice and intellectual depth at the intersection of affective and cognitive dimensions of learning. Evidence from student-produced digital stories suggests that affective developmental processes can enable epistemological expertise instead of opposing it. In the same way, the multimedia authoring process does not obscure traditional forms of expert research and scholarship, but makes expert strategies visible and explicit.

Exploring Real-world Scenarios as Vehicles for Authentic Learning

Arguments have been advanced over the past two decades about the need to embed authentic learning opportunities within higher education curricula. This paper posits the idea that real-world scenarios, explored via simulation, discussion and/or debate can provide excellent vehicles for helping students as would-be professionals bridge the gap between subject/discipline-based theory and professional practice. Such authenticity is advanced through scenarios which include emotional as well as cognitive learning dimensions, simulate complex workplace relationships, and invite students to participate in deep level learning tasks. The author discusses four kinds of scenario that may be used to achieve specific authentic learning intentions. He demonstrates, by example, how students can singularly, or in groups/teams, explore real-world problems, investigate a range of human issues, and speculate on both past and present events. The author reports that through direct exploration of scenarios, students come to realize that all human knowledge is interrelated, it is important to take an informed stand on significant issues, and the quality and direction of speculations on future events are invariably governed by who and what they are now. He concludes that singularly, and in combination, real-life scenarios can be used to render a true sense of authentic, relevant learning.

Pedagogic Affect/Effect: Embodying a Desire to Learn

How effective are different pedagogic practices? What is the role of affect in learning to write? Affective education is a growing field of inquiry. Within education, however, affect is generally used as a synonym for emotion or feeling. Though giving consideration to these understandings, this article takes a different perspective and explores affect from a Deleuzian/Spinozistic perspective as force and capacity. The conception of pedagogic affect discussed here mobilises the insights of Spinoza's (1677/1994) psychophysical parallelism and Vygotsky's notion of a "zone of proximal development." In so doing, the article explores how pedagogy needs to foreground the role of teachers in classrooms and their impact on not only the cognitive dimensions of learning but also the corporeal. Although emphasis is placed on expounding this theory, the article also draws on a case study of the teaching of writing in a primary/elementary school in Sydney, Australia. It highlights the particular practices a teacher uses that appear to generate affects that promote both a desire to write in her students and the skills required to do so.

Prisons of the mind: Lessons learned from home confinement*

As conservative political ideologies have shifted U.S. correctional policies toward a justice model orientation, efforts to escalate the “pains of imprisonment” have become increasingly prevalent. Although these attempts to enhance the punishing aspects of incarceration are primarily driven by political grandstanding and emotional appeal, it is not uncommon for today's postsecondary students to enter the classroom with punitive attitudes similarly based on rhetoric and emotion. Yet correctional students cannot be expected to develop an empathetic appreciation for the intrinsically punishing nature of confinement itself through traditional classroom techniques that rely exclusively on the cognitive dimensions of learning. In an effort to broaden personal perspectives on punishment by engaging the affective domain, students in an introductory corrections class participated in a simulated 48-hour confinement exercise. The intent was to enhance empathy for the intrinsic discomfort of imprisonment through experiential learning. The results not only point clearly in that direction, but also manifest parallels with the actual pains of confinement experienced by inmates in the real world.

LEARNING COMPLEX SCIENTIFIC INFORMATION: MOTIVATION THEORY AND ITS RELATION TO STUDENT PERCEPTIONS

Three theories in educational research (Alexander, 1998; McCombs, 1996; Paris & Turner, 1994) that present interactive views of motivation relevant to conceptual change and the science learning of at-risk readers are reviewed and then related to two studies. One study examined motivation in high school students' conceptual change about physics principles. The other study examined students' motivation for biology learning in college. In both settings, students reported that grades and interest were important, but they did not report the importance of social support. In both settings, students used a variety of strategies, but were more successful if they focused on cognitive processes (e.g., applying information) rather than routine processes (e.g., making flash cards). These commonalities suggest that similar motivations are important in both conceptual change and assimilation and also help us to realize the motivational as well as cognitive dimensions of learning for students with reading difficulties. The findings also support the three theories with two exceptions . The role of grades was not emphasized by theorists, and the importance of social support was emphasized to a far greater degree by theorists than was reported.