Cognitive Pedagogy Research Articles

Pedagogical complementation of functional-cognitive interface

This commentary contributes to the understanding of integrating functional-based teaching and cognitive pedagogy by offering a mutually complementary account. Systemic functional linguistics (SFL) attaches importance to sociological aspects of language and proposes that language as a meaning-making process is simultaneously shaped by context and culture (Thompson et al., 2019). Cognitive linguistics (CL), based on the second generation of cognitive science and experiential philosophy, was born based upon the rejection of transformational-generative grammar, arguing that the creation, learning, and use of language must be explained basically through human cognition as the basis of knowledge constitution (Goldberg, 2011). Surrounded by the dialogue of these two linguistic schools, the paper is guided by two overarching questions: (1) What is the theoretical compatibility between SFL and CL? (2) How can SFL and CL complement each other or produce a synergetic effect that benefits second language (L2) pedagogy? It is demonstrated that SFL and CL are theoretically compatible as they agree upon the embodied experiential and sociocultural nature of language (Littlemore, 2009; Thibault, 2004), the categorial continuum of phonology-lexicogrammar-semantics (Meng, 2009), and corpus-based positivist epistemology (Feng, 2006). To complement one another in L2 pedagogy due to their compatibility, functional pedagogy can optimize cognitive pedagogy by facilitating learners to be aware and recognize communicative intention and socio-contextual cues, especially in the context of acquiring metonymic constructions. Cultural immersion and acculturation are keys to functional pedagogy that fill the gap of CL pedagogy lacking systematic training in cultural literacy and appreciation. Cognitive pedagogy, in turn, can complement functional pedagogy by applying image schemata in teaching to present how to select collocated verbs that can be assigned to diverse types of constructions.

Effects of PASS Theory on Aged Chinese EFL Learners’ Reading Comprehension Ability

This study investigates the English learning conditions of aged Chinese EFL learners including their reading comprehension ability through a cognitive approach-PASS theory. A quantitative-dominated research method is adopted in the study. After a 15- week semester, a significant distinction in both posttest (reading comprehension score, t = 3.39, p = .000) and retention test (reading comprehension scores, t = 4.62, p = .000) indicates that the cognitive teaching approach through PASS model outperforms the traditional teaching approach. As another independent variable, the quantity of Chinese characters used in English learning only sees a significant difference for the population according to reading comprehension scores in the posttest results (posttest, F = 4.56, p = .038 & retention test, F = 1.04, p =. 312). Besides, during the retention test, the Chinese characters quantity factor showed significant effect only on the experiment group’s English reading comprehension results. Through this study, an effective cognitive pedagogy for EFL aged learners has been claimed to public.
 Admittedly, there is still limitation. The investigation of corresponding details of the dynamic changes of the aged EFL learners’ cognitive process is insufficient. This limitation can be lifted up in future studies and transformed into further academic extension as well.

Структурно-содержательная модель когнитивной педагогики

The author draws attention to the theoretical and practical aspects of the implementation of the model of cognitive pedagogy, reflecting its resource potential. The purpose of the study is to develop and implement a structural and content model of cognitive pedagogy, to evaluate its effectiveness. The article presents the results of constructing a cognitive model in the implementation of the disciplines of the humanitarian cycle for the training of future teachers, indicating the importance of the role of graph theory in the analysis of problems in pedagogical situations at the initial stages of modeling, which indicates the effectiveness of the developed structural and content model. Methods used in the study: literature review, experiment, comparative analysis. The paradigms of cognitive pedagogy are based on the results of individual examples of the convergence of the humanities, which have a certain bearing on pedagogy. In practice, the relevant knowledge serves as a theoretical basis, which models of cognitive pedagogy can be based on during the implementation of the disciplines of the humanitarian cycle for the training of future teachers. At the same time, it is advisable to pay the greatest attention to the stage of identifying the factors affecting the pedagogical situation and the construction of cognitive maps.

ЛИНГВИСТИЧЕСКАЯ ВОЕННО-ПРОФЕССИОНАЛЬНАЯ ИГРА КАК КОГНИТИВНАЯ ТЕХНОЛОГИЯ ОБУЧЕНИЯ БУДУЩИХ ВОЕННЫХ ИНЖЕНЕРОВ ИНОСТРАННОМУ ЯЗЫКУ

The linguistic military-professional game represents pedagogical cognitive technology of teaching cadets a foreign language, thus uniting scientific knowledge of cognitive pedagogy, linguistics and psychology. On the basis of the interdisciplinary approach, various typical situations of military discourse have been developed and integrated into the educational process of a game, which made it possible to incorporate the formation of foreign-language professionally-oriented communicative competence and the development of cognitive abilities of future military engineers into a holistic educational activity.

Cognitive organization of cognitive activities of students on the basis of effective harmonization of logical and emotional aspects of acquiring of scientific knowledge

The relevance of the article is due to the fact that cognitive pedagogy has set the task of identifying the patterns of functioning and the formation of learning mechanisms for students in order to increase the effectiveness and quality of higher education in the era of digitalization. The purpose of the article is to reveal the integrative integrity of cognitive-logical and emotional-figurative mechanisms of cognition based on the relationship between the perceptions of the procedural deployment of educational material with the patterns in the presentation of a simultaneous image in the process of semantic disclosure of educational information. The cognitive paradigm is positioned as a methodological basis for the study, based on the appeal to methods, types and technologies of information processing by a person in order to create his own system of knowledge of the world with access to the generation of knowledge. The authors emphasize the importance of using the mechanisms of art in the process of emotionally figurative interpretation of scientific knowledge associated with the hermeneutic direction, according to which it is necessary to prepare students for perception, adjust them to experience and empathy, which contribute to the assimilation of scientific knowledge not reproductively, but constructively, creatively. In the process of experimental work, diagnostics of the dominant perceptual modality and imagination were used in order to identify their role in the organization of educational and cognitive activity in conditions of intensive generation of knowledge.

El valor de la experiencia del alumno como contenido educativo

Este artículo reflexiona sobre la importancia de la experiencia del alumno en su proceso educativo, y se inspira en la antropología y la ética de Levinas. Parte del concepto del ser humano como ser histórico, vulnerable, situado en una circunstancia, y de la ética como una respuesta compasiva al otro en su situación de vulnerabilidad y necesidad. La pedagogía cognitiva, al prescindir de la experiencia, se ha visto obligada a utilizar el juicio moral como estrategia adecuada y única para promover y facilitar la conducta moral, según la ética kantiana. Una concepción del hombre sesgada, mutilada no puede dar cuenta de cómo responde a la demanda del otro en su situación concreta. La educación se concibe como acompañamiento, acogida y respuesta compasiva al otro, como un nuevo nacimiento y el comienzo de algo nuevo. Se propone “otro modo” de educar que tenga a la experiencia como núcleo de la acción educativa. Este modelo de educación se traduce en: a) abandono de la filosofía idealista; b) compromiso político y social; c) presencia de la experiencia en el proceso educativo; d) presencia de la ética compasiva como su eje vertebrador; e) un nuevo discurso y un nuevo lenguaje; f) el testimonio del profesor como referente de la experiencia de los valores éticos; y g) la narración como instrumento privilegiado para la acción educativa. Se reivindica otra fuente de pensamiento que dé cuenta del ser humano en su totalidad: ser dotado de razón y también de sentimientos, superando, de este modo, la concepción dualista de la filosofía cartesiana.

STUDI RELEVANSI MODEL PEMBELAJARAN YANG DIGUNAKAN GURU DENGAN KOMPETENSI DASAR PADA MATA PELAJARAN PENDIDIKAN KEWARGANEGARAAN

The aims of this study are: 1) Describe the learning models used by the teachers on Citizenship Education subject. 2) Explain the relevance of the learning models used with the basic competencies in Citizenship Education subject. According to the results of the study, there are two conclusions. The first one is the teachers use a few learning models in Citizenship Education. The first model is the class based-passive cognitive pedagogies model. The teacher has planned the subject as stated in the lesson plan (RPP). This model emphasizes traditional learning about how the teacher provides initial definitions, principles, and concepts of learning materials and provides examples of problem-solving exercises in the form of lectures, demonstrations, question and answer, and assignments. The second model is the application of the model used by the teacher, namely lectures. The second conclusion is, the learning model used by the teachers in Wikarya Vocational School is not yet relevant to the basic competencies in the school. This can be seen from a number of facts, namely: a) the plan for implementing learning that has been prepared by the teacher does not fully reflect the circumstances during the learning process. b) The teachers do not apply everything contained in the lesson plan and the teachers still use the traditional learning models which is the lecture model. c) On average more than 70% of students have low minimum completeness criteria. d) Attitudes and behaviors of the students in the school show the lack of achievement of basic competencies to be achieved. In addition to the facts mentioned above, the unsuccessful learning model applied by the teachers at Karanganyar Wikarya Vocational School in maintaining a conducive atmosphere during the learning process makes the students feel bored and not concerned with the importance of the lesson. Then, it results in failure to achieve the expected basic competencies. Keywords : learning model, teacher, basic competence

THE HORIZONS OF COGNITIVE PEDAGOGY

The article addresses the problems of cognitive theory and research relevant to understanding the mechanisms of the learning process. It is meant to define the concept of cognitive pedagogy and emphasise the need for a new genetic/socio/cultural/media perspective, which in turn requires new research tools and increased attention to research results in the field of neuroscience. The authors define and characterise cognitive areas of cognitive pedagogy.

Pedagogía Cognitiva: la educación y el estudio de la mente en la Sociedad de la Información

Este artículo parte del supuesto de que la actual Sociedad de la Información requiere una nueva concepción de educación y de aprendizaje humano. Dicho aprendizaje responde a un diseño cultural que toma cuerpo en el cerebro humano, concebido como sistema complejo. La Pedagogía cognitiva se formula la pregunta por la naturaleza de la actividad del pensamiento y por el funcionamiento de los procesos cognitivos en relación con el procesamiento de la información, con la resolución de problemas y, sobre todo, con la atribución de significados. En este sentido, parece necesario disponer de teorías adecuadas de la mente y de la acción humanas -que se asienten en una perspectiva neurológica- y que ofrezcan una explicación suficiente de cuestiones tales como: las acciones propositivas, significativas y autorreguladas; las relaciones mente-cuerpo; las relaciones mente-mente. Este estudio trata, además, de las ciencias cognitivas y de la situación de la Pedagogía dentro de ellas. Finalmente, se deducen algunas consecuencias para la investigación y la práctica educativas.

Use of HCI Components into IT Courses

This paper presents guidelines for the adoption of Human-Computer Interaction (HCI) subject materials at an undergraduate level of an Information Technology (IT) program. The authors develop a rationale for integrating HCI-focused materials into Information Technology (IT) curriculum. Lists of important HCI instructional materials and skills that undergraduate learners could use to enhance their knowledge for effective professional careers in the industry are provided. Several approaches for incorporating HCI components into existing and new IT courses are discussed. Based upon the authors experience and knowledge of HCI-focused courses, there are suggestions for applying cognitive pedagogy for teaching undergraduate HCI courses where experience and knowledge support the theory.

La Pedagogía en y de la sociedad cognitiva

Este estudio afronta dos problemas: cuál es el papel de la educación de la Sociedad de la Información y cuáles las posibilidades de elaborar una pedagogía cognitiva. La pregunta por la educación y la pedagogía en la actualidad tiene diversos significados: cada sociedad implica un tipo de educación, instituye un tipo de escuela y alienta una forma de pensar la educación. Los cambios actuales en los sistemas educativos se orientan hacia la formación de personas, organizaciones y comunidades competentes, considerando la competencia como capacidad para identifi car y resolver problemas valiosos desde la perspectiva integrada de la lógica racional y emocional. La pedagogía cognitiva participa, con otras ciencias cognitivas del estudio de la cognición, emoción, memoria y mente aplicando este enfoque al análisis y desarrollo de acciones sobre problemas complejos como la educación en la sociedad en red, la educación intercultural, la creatividad o la dirección de organizaciones de aprendizaje.

Playing with sounds as playing video games

In this article we propose a musical instrument that provides young children with a way to play in a virtual sound space by means of a joystick. We present the work of a multidiscipline team working on various aspects of this project. Sound models that are close to perception are used to define the sound spaces. Pedagogical experiments in public schools are done on the basis of cognitive pedagogy. Ethological and psychoacoustic experiments are carried out to improve the ergonomics of the instruments.

Teaching civic education for a civil, democratic society

Most countries of the world have experienced a revival in civic education in recent years. Issues of globalization, migration, national identity, citizenship, democracy, and civil society have forced them to devise, or reflect upon, some form of civic education for their schools. This is certainly the case for many countries in the Asian region. We have sought to identify appropriate pedagogy for teaching civics and citizenship in schools across the Asian region. From the literature it was possible to identify four categories of pedagogical strategies for civics and citizenship education which are applicable to the great variety of Asian schools. The categories are: 1) class-based, passive — cognitive pedagogies; 2) school-based, passive — cognitive pedagogies; 3) class-based, participative-active pedagogies; and 4) school-based, participative-active pedagogies. Some of these strategies appear more promising than others in Asian schools given that traditional, didactic teaching strategies dominate. What looks most promising include: whole school pedagogical strategies; critical thinking, particularly through group work; a variety of cooperative learning strategies including group problem-solving exercises; school-based activity learning; and the use of a technology such as CD ROMs as a resource. It is unlikely only one pedagogical strategy will prove to be singularly effective with civics. A more probable outcome will be that a combination of strategies will be most effective. Future research will provide suggestions as to the composition of that set of pedagogical strategies.