Cognitive Learning Activities Research Articles

Let’s play! Transforming STEM education with board games

This study examines the development and effectiveness of four board games designed to promote cognitive learning activities and STEM education, focusing on kinematics and energy. We used the Engagement - Purpose - Deign - Prototype - Evaluation process to develop four board games. The study involved 53 senior high school students in Vietnam. We used a mixed methods approach to evaluate the impact of these board games on students’ cognitive understanding and motivation in STEM education. Data collection included multiple-choice tests before and post-tests from the previous literature study to measure cognitive gains. We also surveyed students using 5-point Likert scales and open-ended questions to explore their motivation and engagement. Quantitative and qualitative analyses assessed whether board games significantly improved students’ motivation and learning outcomes. These results suggest that integrating board games into STEM education can improve student engagement and understanding of STEM learning. In light of the results, we discussed the implications of the Engagement - Purpose - Deign - Prototype - Evaluation process and the effectiveness of four board games.

The project method as the development of cognitive universal learning activity in primary classes

The project method as a tool for the development of cognitive universal learning activities in primary classes This article deals with needs of the modern stage of development of society and production should be focused on making the next generation more capable and solving the problems they will face easily. Project activity teaches children communicative skills. This learning method requires finding materials, tools and ways to solve problems and systematically expanding knowledge, applying to scientific methodical literature.

Making the ‘short game’ a ‘long game’: Promoting clothing longevity in the use phase

As the most significant portion of a garment’s ecological footprint stems from its use, clothing users play a pivotal role in extending the clothing lifespan by way of their wear, care and repair habits. Despite the fashion industry’s slow progress towards sustainability, clothing users have autonomy to shape their practice, which holds promise for reducing environmental impacts. There is a need to explore more critically various practices such as wear, care and repair habits that contribute to longevity within the consumer’s sphere of influence. Likewise, there is a need to transform educational perspectives in the field of sustainable consumption, as increased knowledge alone has been found insufficient to drive behavioural change. This study investigates the impact of short-term behavioural modification challenges (the ‘short game’) on users’ long-term consumption behaviour (the ‘long game’). Through a case study involving young female university students, this study characterizes the implementation of a lifestyle change towards sustainable clothing use practice and highlights its effects on long-term behaviour. This case illustrates an educational intervention that employed cognitive (head), affective (heart) and practical (hands) learning activities to advance specific competencies associated with sustainable consumption in the context of clothing use behaviours. The study provides a window into the logistical challenges, emotional longings and social pressures that young consumers must invariably reconcile to remain motivated and persist in the ‘long game’ of clothing longevity. By focusing learners’ attention on clothing use behaviours and providing some supportive conditions, young consumers can make meaningful and lasting changes to their practice.

The Influence of an Interactive Learning Model Based on the PDEODE Strategy with Cloud Technology on Students’ Self-Regulation in Mathematics Learning

Self-regulation is playing a key role in cognitive learning and coping activities. This study implemented an interactive learning model based on the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy using cloud technology as an instructional approach to examine its impact on undergraduate students’ self-regulation in mathematics learning. The sample comprised 60 undergraduate students who participated in a set theory course. A randomized control group pre-test–post-test design was utilized. The 30 students in the experimental group engaged in an interactive learning model based on the PDEODE strategy with cloud technology and the 30 in the control group followed the conventional method. The research instruments were the instruction plan and a scale assessing self-regulation in learning mathematics. The data were analyzed with a descriptive analysis, normalized gain (n-gain), and the t-test. The findings confirmed that the mean self-regulation score in the experiment group exceeded the criterion of 60% and was statistically significant at the 0.05 level. The experiment group achieved a higher improvement level in self-regulation compared to the control group. In addition, there were statistically significant differences between the two groups in the mean post-test scores of self-regulation in favor of the experimental group at the 0.05 level. The results indicate that the method proposed has a positive effect and could be adopted as an approach to reflect on self-regulation in learning for undergraduate students in the context of mathematics courses. The PDEODE strategy, particularly when supported by cloud technology, promotes students’ participation through more collaborative activities, unlike learning practices that rely on memorization.

Penerapan Model Pembelajaran Project Based Learning pada Matakuliah Struktur Hewan

The type of research used in this research is Classroom Action Research. The subjects in this research were students of the Biology Education Study Program, STKIP Al Amin Dompu in the even semester of the 2022/2023 academic year. The instruments used in this research were student activity observation sheets and student cognitive learning outcomes tests. The analysis used in this research is descriptive qualitative. The research results show that the application of the project based learning model can improve students' cognitive learning activities and outcomes. Student learning activity in the pre-cycle was 36.84%, cycle I was 57.88%, and cycle II was 82.45%. Meanwhile, the classical mastery of students' cognitive learning outcomes increased from pre-cycle by 42.1%, cycle I 68.42%, and cycle II by 84.21%.

Theoretical foundations for the formation of students’ language learning strategies in the English language classroom

This article examines the effectiveness of language learning strategies in teaching English to secondary school students. Language learning strategies encompass a range of actions that actively contribute to a learner's self-development, enabling them to independently acquire new knowledge, assimilate social experience, and become a socially adept individual. In essence, these strategies help individuals become effective learners. The authors emphasize that in the current stage of education, fostering students' desire and ability to manage their own activities is a crucial aspect of the learning process in general education schools. This includes initiating actions, setting appropriate goals and tasks, making corrections, evaluating results, and planning future learning and cognitive activities. The authors identify the following types of language learning strategies: personal strategies (related to personal and professional self-determination), regulatory strategies (organizing students' learning activities through planning, prediction, correction, and evaluation), cognitive strategies (developing general academic and logical abilities), and communicative strategies (cultivating students' social competence). The article places particular emphasis on the educational nature of cognitive learning activities, which contribute to the formation of learners' new consciousness and increase their motivation to learn a foreign language. Various tasks are provided as examples to support these concepts within the article.

Development of Game-based Learning Media for Early Childhood Animal Recognition

Cognitive learning activities through the introduction of animals in Early Childhood (AUD) have a very important role in developing all children's potential. One of them is the potential intelligence of children. AUD is a pretty good stage for training the brain of a child, where they will be more interested and active when they see a game or such that contains a lot of animation and sound. With the existence of game-based animal recognition learning media, it will be an interesting thing for early childhood, namely kindergarten, as well as teachers when interacting and conducive to learning. This learning medium contains several learning points and games that train children's cognitive abilities. There is a learning menu to recognize the name of the animal and its voice, then the game composes the word and guesses the illustration image of the animal, as well as the support of singing videos about animals given by the teacher to children. Game-based learning media is built using constructivism, using Luther Sutopo's method. The result of this research is an animal recognition learning medium for early childhood.

ВЛИЯНИЕ СОВРЕМЕННЫХ ТИПОВ ЛЕКЦИЙ НА ИНФОРМАЦИОННО-ПОЗНАВАТЕЛЬНУЮ САМОСТОЯТЕЛЬНОСТЬ СТУДЕНТОВ

The influence of the lecture on the development of information and cognitive independence of students is considered. The urgency of the problem is determined by the need to master the methods of working with information for the implementation of independent cognitive learning activities and the successful development of competencies. The purpose of the article is to identify the impact of the lecture on the development of information and cognitive independence of students. The results of the study. The positive influence of modern forms of lectures on the development of information and cognitive independence of students has been revealed and proved.

PROGRAM LIFELONG LEARNING MERDEKA BELAJAR EDUKASI KOGNITIF MEWUJUDKAN SDGS GOAL 4 GUNA MENINGKATKAN KUALITAS SDM DI SLB MEDAN

Lifelong Learning can be experienced by every learning community. Instilling the values of academic education with the aim of improving the quality of Human Resources can trigger schools to seek to optimize innovative learning. Freedom to learn cognitive education as a reference for lifelong learning programs seeks to realize inclusive and equitable quality education. It is believed that the Sustainable Development Goals (SDGs) that spur Indonesia's human development index need to be carried out at the Markus Medan Special School. This program is conducted for Markus SLB students for 1.5 months. The method used is participatory and experimental. During its implementation, students participate in building learning activities, so that data analysis is carried out qualitatively and quantitatively. The collected data is processed interactively and continuously until the data is saturated. The data are also interpreted descriptively through quantitative data measures. The results show that Markus Special School students can participate in cognitive education learning. Continuously, student learning products always influence their learning motivation, especially the results of drawing and motor skills of students. The experimental results showed a significant difference before and after experiencing cognitive education learning activities. As many as 60% of students get test scores above average.

Using computer-assisted language teaching technologies to develop multiple-levels of medical vocabulary knowledge for second language medical students

The role of computer-assisted language learning (CALL) in developing vocabulary knowledge has been investigated extensively in the field of English for Academic Purposes with positive outcomes. However, its implications for medical education, and specifically foreign languages for medical purposes, have not received much attention. This study fills the gap by investigating a cohort (n = 22) of Indian medical students’ descriptions and explanations of their preferred vocabulary learning strategies at a medical university in South China, with specific reference to their engagement with CALL technologies. The results indicate that CALL technologies are reported to support cognitive and metacognitive learning activities but not vocabulary learning in terms of compensation and affective aspects. CALL technologies are also reported to be used significantly more often to learn meaning, rather than form and use of medical vocabulary knowledge. CALL technologies can facilitate the development of more receptive instead of the productive vocabulary knowledge. This study yields pedagogical implications for using CALL applications to develop foreign language medical students’ vocabulary learning strategies in the social, affective and compensational dimensions.

Application of visual didactic regulators in distance learning

Introduction. In the process of developing distance learning and changing the forms of educational materials used in different countries, there are such problems as the lack of direct communication, insufficient control of the educational process and low motivation. The effectiveness of the guiding and orienting influences of the teacher, his/her professional and creative teaching methods is decreasing. As a result, the implementation of cognitive learning activities by students becomes more difficult, and the dependence of its results on self-organisation and self-control increases. These problems are inherent in distance learning in many countries, including the Russian Federation, where a network of federal innovation platforms is being created to improve distance learning and to promote educational innovations. The hypothesis assumes the expediency of research and applied development of universal methods and means to reduce negative phenomena in distance learning.Aim. The present research aims to study the methods and means of additional presentation of the plan of educational activity and the results of its implementation in the form of visual didactic regulators; to create software and methodological tools for the introduction of regulators in distance learning; to experimentally test applied developments.Methodology and research methods. The study is based on the didactic principle of visibility, which is necessary to provide the student with information about the plan of the educational activity being performed and to present the results of its implementation in the form of visual regulators. Logical-semantic modelling of knowledge was used to design regulators; an integrated approach was applied in the development of software and methodological tools for the application of regulators. In the course of experimental testing (teachers of rural schools, teachers and students of the university), questionnaires, surveys and observations were carried out.Results and scientific novelty. An analysis of the work of teachers demonstrated the relevance of using visual aids with illustrative and reference properties in the context of distance learning. It is proposed to supplement the educational task in text form with a plan using a visual didactic regulator, and the results of the implementation of the plan in the accepted form should also be supplemented by a didactic regulator. The use of regulators contributes to the self-organisation and self-control of the student, the development of universal educational actions in the construction of regulators and in educational activities, the improvement of systematic thinking and the formation of models for the implementation of educational activities. Software and methodological tools are proposed to support the introduction of didactic regulators into distance learning.Practical significance. The developed didactic solutions and software methodology tools complement the means and methods of distance learning technology, make it possible to increase the effectiveness of communication between the teacher and the student, as well as the guiding, orienting influences of the teacher; allow to increase the dependence of learning out-comes on self-organisation and self-control of the student.

Cognitive universal educational actions as a factor of academic success of subject content mastering by students

The paper is devoted to the problem of universal educational actions development among students of a general education organization. Special attention is paid to the need for cognitive learning activities development. Their role in the educational process when students master the subject content is determined. The paper presents the results of the study conducted by specialists of the Department of Pedagogy and Psychology of the Institute of Educational Development in the Samara Region. The purpose of the study is to identify and evaluate the current state of meta-subject results development among students of grades 58 of general education organizations in the Samara Region, demonstrated in the All-Russian test papers on Russian language and Mathematics in 2020, 2021. The study revealed the most problematic cognitive meta-subject results, the development of which is recommended to focus on in primary school. The results of the study have convincingly demonstrated that it is the low level of cognitive meta-subject actions in the majority of students that is an obstacle to their full development of any subject content. The meta-subject deficits of students allowed us to draw a conclusion about the actual professional deficits of teachers. The results of the study will be useful to teachers of general education, students of pedagogical universities and all those who are interested in improving the quality of general education.

EFFECTIVENESS OF USING DIGITAL EDUCATIONAL RESOURCES IN TEACHING ELEMENTS OF MATHEMATICS

This article considers the use of interactive teaching methods based on the effective organization of teaching the elements of mathematics in the context of digitalization of education. One of the most pressing issues in education is to improve its quality. The solution of this problem depends on improving the content of education, modernization of technologies and methods of organizing the educational process. The introduction of state educational standards highlighted the importance of using digital educational resources on the basis of interactive teaching methods in the learning process on the basis of a competency-based approach. In order to demonstrate the effectiveness of the use of digital educational resources on the basis of interactive teaching methods in the teaching of high school mathematics, the study used methods of observation, pedagogical experiment, questionnaire. Brainstorming and Case Study techniques were also used to increase students' interest. The study proved that the use of digital educational resources in the teaching of mathematics can significantly increase the speaking experience of each student in the classroom, achieve mastery of the learning material for all students, as well as solve various developmental and educational problems. The results of the study can be used in the future as a guide for school teachers and university students in the teaching of elements of mathematics. The use of digital educational resources in the teaching of mathematics in schoolchildren, along with interactive teaching methods, has increased the effectiveness and quality of teaching, the positive dynamics of the formation of universal cognitive and regulatory learning activities of students.

POLA BELAJAR PESERTA DIDIK DALAM PROGRAM BELAJAR DARI RUMAH

The purpose of this reseach was to analyze the implementation of the BDR program, student learning patterns at SD Negeri Mojoagung 01, Pati, Central Java. This type of research is qualitative which is presented in the form of a description. The research data was obtained from the results of filling out questionnaires and interviews involving parents, teachers, and students of SD Negeri Mojoagung 01. The results of the analysis of questionnaires and interviews showed that the BDR program at SD Negeri Mojoagung 01 was carried out in a blended manner. The learning patterns of students at SD Negeri Mojoagung 01 are cognitive and aesthetic learning activities; visual, auditory, kinesthetic learning styles; forms of self-study, group, tutorial; playing games, listening to music, watching TV, playing with younger siblings to relieve boredom of studying; comfortable learning places are study tables, rooms, family rooms, dining tables; quiet learning atmosphere, accompanied by music, any atmosphere.

Activating the cognitive learning activity through “Dead” case

The authors investigated technologization of educational process in high school and formation of interactive communicative environment for professionally oriented learning. Analysis of the problems of cases use in modern teaching practice was conducted. Methods of questionnaires, empirical data generalization, theoretical analysis of case study, justification of approaches to its technological effectiveness, “dead case”, findings generalization, defining prospects of further problem consideration were used. The authors identified the features of case study technological implementation and developed the “dead” case-based study algorithm for development of future lecturers’ professional skills. The conditions of the effective use of case technology in high school were defined. The authors proved the integral character of the case technology.

ОЦЕНИВАНИЕ УРОВНЯ СФОРМИРОВАННОСТИ ПОЗНАВАТЕЛЬНЫХ УНИВЕРСАЛЬНЫХ УЧЕБНЫХ ДЕЙСТВИЙ УЧАЩИХСЯ НА УРОКАХ МАТЕМАТИКИ В 7–9 КЛАССАХ В УСЛОВИЯХ БИПРЕДМЕТНОГО МОНИТОРИНГА

The necessity to perform diagnostic procedures within the contemporary process of teaching mathematics is caused by the importance of timely obtaining of the information on the current maturity level of the subject, meta-subject, and personal learning outcomes of students. The task is to choose an assessment technique adequate in educational trends and scientifically grounded. The authors propose to solve the issue of estimation of cognitive universal activities of the 7-9 grades’ students at the mathematics lessons in the conditions of two-subject monitoring. The paper shows that cognitive universal learning activities are a dynamic and important newly formed structure of a person depending on the age peculiarities in the formation process and should be considered in the maturity level assessment. The authors propose and substantiate the structure and step-by-step composition of the cognitive universal learning activities, which allow demonstrating them in a diagnosable view. It made it possible to identify and characterize the maturity level and criteria of the considered learning activities, assessment stages and procedures, and diagnostic tools. The paper presents the author’s conceptual model to assess cognitive universal learning activities when teaching mathematics, which demonstrates the important characteristic of the assessment process – a nonlinear nature. The research resulted in the identification of a specific principle of the assessment of cognitive universal learning activities – a two-subject principle. The implementation of this principle makes it possible to use the subject material to determine the maturity level of both the subject and meta-subject learning results. The authors describe the diagnostic tools, present the diagnostics process chart, the system of assessing certain tasks and give an example of typical assignments on the Equations topic of Algebra course for 7th grade.

ADAPTATION OF MODERN INFORMATIONAL AND EDUCATIONAL TECHNOLOGIES TO TEACHING OF PHYSCOLLOID CHEMISTRY

Adaptation of modern informational and educational technologies to the educational process in universities is a characteristic feature of a pedagogical science and its important component. Interactive computer models and innovative technologies are now widely used to promote cognitive learning activity of students at almost all departments of the university. Currently, the role of the media and informational environment, especially the Internet is steadily increasing. Among the undeniable advantages of the latest information technologies is providing the constant access to complete, up-to-date information in electronic format, the options to save data, to use them repeatedly. However, there is also a dark side of this issue. It may be difficult for students to navigate though a flux of multifaceted information, especially for the first and the second-year students when preparing to practical classes as they have not been taught to prioritize and to define the scope of the information they really need within the scope of the curriculum. This article is to analyze the ways of students’ adaptation to media and information technologies in the course of their university disciplines. This analysis was based on investigating the relevant reports of the conferences, reference literature, methodological guidelines as well as the experience of our department in delivering the course for the last period.

Exploring transformative pedagogies for built environment disciplines: the case of interdisciplinarity in low carbon transition

ABSTRACT The integration of transformative pedagogies into curricula is recognized as a strategy to deal with the new demands of complexity in learning, which include equipping future professionals with the necessary knowledge and skills to transition to a low carbon built environment. It requires a dedicated interdisciplinary learning environment. Creating this environment remains a challenge due to the lack of a learning tool to facilitate an interdisciplinary approach. Perhaps due to this challenge, interdisciplinarity within the context of low carbon transition (LCT) in the built environment has not been sufficiently explored. This study deals with this gap in the literature by developing a pedagogical approach founded on the combined use of Grounded Theory Method, Cognitive Mapping Technique and Meaningful Learning Activities. This paper focuses on the testing phase of this approach, which engaged researchers, postgraduate and undergraduate students. The findings promote a transformative pedagogy to explore the socio-technical dimension of the LCT. They point out the type of interdisciplinarity, which we need to integrate into traditional curricula, moving from vocabulary construction at the undergraduate level to exploration of different perspectives at the postgraduate level. Recommendations on the ways in which this approach could become common practice are also made.

Use of Cognitive Learning Activities to Enhance Vocabulary Acquisition of Engineering Students

The proficiency in English language has become a necessity in the modern world. The competency of using the language efficiently lies in the right choice of words. Learning words and improving vocabulary skills have become peremptory among the tertiary level students that they cannot exempt themselves from learning it. A large vocabulary collection allows the students to regulate and organise their thoughts with clarity. In order to facilitate effective use of words, many techniques, approaches and strategies have been devised by teacher-researchers to help the learners not only in acquiring wide vocabulary but also to have active vocabulary. Authors on realizing the importance of facilitating tertiary level engineering students not only to acquire wider vocabulary but also make them to understand, retain and use the learnt word appropriately have attempted to use cognitive learning activities in classroom. The paper registers methods and implications of cognitive learning activities on enhancing vocabulary of a set of 55 engineering college students. According to oxford English dictionary, Cognition is "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". This brings about many aspects such as attention, memory, reasoning, problem solving, decision making and production of language. The ultimate aim of incorporating cognitive learning approach through learning activities in a classroom gears up them to remember, understand, retain, apply, evaluate, and create. The researcher tried to bring out the classroom learning activities that enabled the students to develop learning strategies that instigates autonomous learning.

How does awareness of cognitive impairment impact motivation and treatment outcomes during cognitive remediation for schizophrenia?

BackgroundThere is concern that awareness of cognitive deficit among people with schizophrenia receiving Cognitive Remediation (CR) might undermine motivation, engagement, and CR outcomes. We therefore examined the relationship of subjective awareness of cognitive deficit to aspects of motivation and cognitive learning during an efficacious CR program. MethodsIndividuals with schizophrenia/schizoaffective disorder who completed 30 sessions of CR (N = 67) were evaluated on cognitive performance, self-reported cognitive difficulties, intrinsic motivation and perceived competency for cognitive training tasks at the beginning and end of treatment. ResultsWe found no relationship between actual and perceived cognitive functioning when measured cross-sectionally or as difference scores, pre/post treatment. Greater awareness of cognitive problems was associated with lower perceived competency for cognitive tasks at treatment beginning and end-point (p-values < .05). The significant relationship between awareness of cognitive problems and perceived value of the treatment at end-point was fully mediated by perceived competency. While greater perceived competency was associated with shorter time to treatment completion (p = .0025), it was intrinsic motivation measured at end-point that was associated with cognitive change (p = .02). DiscussionWhile awareness of cognitive problems may not be a prerequisite for cognitive improvement during CR, it could impact engagement in, and how one values treatment via its effect on perceived competency. Results also highlighted the importance of intrinsic motivation for doing cognitive learning activities, given its relationship to cognitive gain. Further study is needed to understand how best to assess and address awareness of cognitive abilities within the CR setting.