Cognitivism is a theory that explains how the mind receives, organizes, stores, and retrieves information. It suggests that learning occurs only when a connection between old and new information is formed through cognitive processes. Cognitivists believe that learning involves a thought process that results in changes in observable behavior.
In the context of teaching, cognitivism suggests that educators should design instruction that engages students' cognitive processes. This means creating activities that require active participation, encourage reflection, and build on prior knowledge. By connecting new information to existing knowledge, students are better able to retain and apply what they have learned. Additionally, cognitivism highlights the importance of feedback and reinforcement in shaping behavior and promoting learning. Teachers who incorporate these principles into their instruction can help students develop strong cognitive skills and become more effective learners.
Cognitivism provides a valuable framework for instructional design. It emphasizes the importance of understanding how learners process information and construct knowledge. This approach suggests that instruction should be tailored to the individual learner, taking into account their prior knowledge, cognitive abilities, and learning styles. The implications of cognitivism on instructional design are discussed below.
This learning material is a simulation that teaches how to determine average atomic mass. Students will first complete a tutorial on isotope abundance for Carbon, and then interact with the simulation to select the number of isotopes, the mass of each isotope, and their abundances to successfully build a mystery element. Finally, they will use their choices to calculate the average atomic mass of the mystery element.