Chapter 9 Complex Cognitive Process

1. Chapter 9Complex Cognitive Process By : ValentinQuanti S. 69080086/MPd Batch 22-Early Childhood Class

2. Conceptual Understanding Conceptual Understanding is the key aspect of learning e.g. teacher gives examples to kids to explore the depth of a sea Categories is the grouping of objects, events, and characteristics . The basis lies on the common properties. Concept is the kinds of things we think category members are. Concept and categories ---- helping us to make the information simpler. It can also means to summarize the information.

3. A random example : three sides three angles So the meaning of triangle is a shape that has ………… and …………………. Concept ----help us to memorize the words, making it more efficient. If a student group the object to form a concept, they can remember the concept, and finally it is easier for them to recognize the concept’s characteristics. Some concepts are simple, clear and concrete as the example above. Now think : concept of baby

4. Promoting Concept Formation • The characteristics of size, colors, and length are not the key features of concept. • Defining Concepts and Providing Examples Important aspects to teach concepts : • Define the concept—link it to suprordinate concept and identify key featurs of it • Clarify in the terms definiton • Give examples to illustrate the key feature of characteristric • Provide examples

5. Hierarchical Categorization and Concept of Mass A concept map is a visual presentation of a concept’s connections and hierarchical organization. See fig 9.3 on page 314. The example is done by using visual concept. It also uses table/diagram to clarify , as the hierarchical organization. At learning time, sometimes we use spider web to clarify a concept. Hypothesis Testing -- are assumptions and predictions that can be used to test the accuracy of a concept.

6. Prototype Matching • Here, the members compare an item with the most typical item(s) of the category. The more similar the items is to the prototype, the more likely it belongs to the categories, and the vice versa. E.g. whale – is more likely a mammal than a fish since it ………….., ………….., ………… Thinking is formulating and transforming the information in the memory.

7. Reasoningis logical thinking that uses induction and deduction to get the conclusion • Inductive reasoninginvolves reasoning from the specific to general. Inductive reasoning --- reasoning comes from the specific to general. So it is like a conclusion about all members of a category based on observing only some of its members. Important aspect of the inductive reasoning is repeated observation, rough repeated observation, info about similar experiences, etc.

8. Example : a child observed a black snake and then made a statement that all snakes are black.Teachers must tell students that the conclusion they reach depends on the quality and quantity of the information. The basic of Inductive Reasoning is the analogy. Analogy : a relation between dissimilar things.It can be used for improving students’ understanding of new concepts by comparing them with the learned concepts.Adolescents have better understanding of analogy than children. So, teachers, how????

9. Deductive Reasoningis from the general to specific reasoning. Example : solving puzzles, riddlesCritical Thinkinginvolves thinking reflectively, productively and evaluating the evidence.Mindfulnessis the key of the critical thinkingIt means being calm, exists mentally, and cognitive flexible through life’s everyday activities and tasks.Mindfulness kid :open to new informationaware of more than one perspective create new ideas

10. Mindlessness kid old ideas automatic behavior one perspectiveaccept what they read without asking questions Critical Thinking in Schools Ask how, why, what happendcompare various answers a Examine facts ask questions Argue in a reason than emotionevaluate questions sometimes has more than one good answer/explanation Critical thinking in adolescence • Increase speed, automaticity, and capacity of information processing • More knowledge • An increased ability to construct new combinations

11. Technology and Education 1. Semantic organization tools such as mapping tools, organizing, analyzing, visualize information. E.g. students studying climate and testing their hypothesis concerning links between climate and population. 2. Dynamic modeling help students explore connections between concepts. It includes spreadsheets, expert systems, system modeling tools 3. Information interpretation tools helps learners access and interpret information e.g. visualization tools help visual models for complex learning such as in science 4. Conversation and collaboration tools e.g email, online discussion, chat , etc ---makes the learning more interactive and collaborative

12. Decision Making Involves thinking which individuals evaluate alternatives and make choices among them. Confirmation Bias Is the tendency to search for and use information that supports our ideas rather than refuses them. How??? By using many medias such as internet. Believe Perseverance is the tendency to hold on to a believe in the face of contradictory evidence.

13. Overconfidence Biasis the tendency to have more confidence in judgements and decisions than we should. It is based on the past experience or possibility. E.g. the student’s prediction before and after the end of the school year.Hindsight Biasis our tendency to falsely report, after the fact, that we accurately predicted an event. Creative Thinking Creative = unique, unusual, new Here, the meaning is used for solving the problems.

14. Two kinds of creative thinking : • Convergent thinking ---produces one correct answer • Divergent thinking --- produces more than one correct answer Steps in Creative Process • Preparation ---- ss rise their curiosity • Incubation --- ideas are coming to ss’ head • Insight --- ss get the way to solve problem • Evaluation --- ask : is the ideas new or obvious? • Elaboration --- creativity: 1% insipration & 99% hardest work

15. How to improve the creativity? Provide environments that stimulates the activity Don’tovercontrol the kids brainstorming Support the kids to take risks Build the kids’ confidence Guide the kids to think flexibly Introduce the kids to creatrive people Support internal motivat ion

16. Steps in Problem Solving Find and frame Problems • Recognize that it is there • Which domains within psychology – perception, memory, thinking, personality? - Subgoaling --- setting medium goals that put ss in a better position to reach the final goal of the problems. Develop Good-Problem Solving Strategies

17. Alogarithms is the strategies that guarantee a solution to a problem. It comes in different forms, as patterns, instructions, and tests for all possible solutions. • Needs some questions to evaluate, such as “Will it simply get the complete one?” etc. Evaluate the solutions Rethink and Redefine Problems and Solutions

18. Obstacles to Solving Problems • Fixation --- someone fails to solve problem because she/he fails to see the problem in a fresh and new perspectives. • Mental set --- someone tries to solve the problem in a particular way that has worked in the past. • Lack of motivation and persistence • Unable to have an emotional control Problem Based Learning and Project-Based Learning • Problem based Learning Students solve daily problems at school such as planning a drama, playing a video, etc. b. Project based learning --- kids work for real project

19. 5 features of Project-based learning • A driving question---begins with a key problems that needs to be solved. • authentic and based on one’s need • Collaboration ---working together to solve the problems • Scaffolding --- challenging kids to go beyond what they would do normally • End product ---kids create tangible and intangible products that address the key, driving questions

20. Transfer • Transfer occurs if someone applies the previous experience and knowledge to learning or problem solving in a new situation. Types Of Transfer • near transfer Occurs when the classroom learning situation is similar to the one in which the initial learning took place. e.g. a math teacher instructs the students to prove a concept and test the students by the same setting • far transfer the classroom situation is different to the one in which the initial learning took place. e.g if a boy took a part time job in an architect’s office and applies it in his geometry class at school.

21. 3. Low Road or High-Road Transfer occurs when the previous learning is automatically transferred to another situation. e.g. a competence readers found a new sentence in their native language and they read them automatically 4. High Road Transfer there is connection between what they learned in the previous situation and the new situation they face. e.g. kids learned math and one day they could apply it in History subject.

22. Forward-reaching transfer when the kids think about how to apply what they learn to new situations • Backward-reaching transfer when students look back to previous situation fo information that will help them solve the problem in a new context