Cognitive Principles

Learning can become routine learning, just taking isolated bits and pieces of information that are not connected with one's knowledge and has little chance of creating long term memories, while meaningful learning creates new information into existing structure and memory systems resulting in the create of new knowledge and stronger retention.

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Cognitive Principles by Mind Map: Cognitive Principles

1. Cognitive perspective of teaching

2. Learning is a process of internal construction

3. Significant learning

3.1. Learning means learning

3.2. Conditions for meaningful learning to occur: - Logical and psychological significance - Motivation

3.3. - Rescue previous knowledge - Motivates intellectually active participation - Apply the concept maps

4. Problem resolution

4.1. Learning is acquiring the ability to solve new situations

4.2. General skills transfer alongside domain-specific knowledge

4.3. - Contextualize problems in everyday situations - Promotes exchange for problem solving - Avoid mechanical repetition of solutions

5. Conceptual change

5.1. Learning is justifying the theories implicit in the empirical evidence

5.2. Implicit theories are often resistant to pedagogical intervention

5.3. - Promotes cognitive conflict through teacher guidance and / or group discussion

6. Multiple intelligences

6.1. Each type of intelligence has a different way of learning

6.2. There are eight types of intelligences: Linguistics. logical mathematical, spatial, psychomotor, musical, naturalistic, intrapersonal and interpersonal.

6.3. - Adapt the contents to the five possible access points: narrative, logical mathematical, foundational, aesthetic and experimental.

7. By Miguel Angel Fernandez 2021

8. Resources

8.1. Gage (1972). Theories of Teaching. Online in: http://shodhganga.inflibnet.ac.in/bitstream/10603/23473/4/04.%20chapter%20-%20ii.pdf

8.2. POZO, J.I. (1994), “Ch. 1: Learning to solve problems and solve problems to learn ”, by María del Puy Pérez Echeverría and Juan Ignacio Pozo Municio and“ Cap. 5: Problem solving as a procedural content of compulsory education ”, by Juan Ignacio Pozo Municio and Yolanda Postigo Angón, in: Problem solving, Santillana, Madrid, pp. 14 to 50 and pp. 5; pp. 180 to 212.

8.3. STONE WISKE, M. (1999), “Cap. 2: What is understanding? "," Chapter 3: What is Teaching for Comprehension? ", In: Martha Stone Wiske, Karen Hammerness, Daniel Gray Wilson, Teaching for understanding, Paidós, Buenos Aires, pp. 69, pp. 95 and pp. 127.