Year: 2018
Type: article
Abstract: There is a frequent misperception that the move from behaviorism to cognitivism implied an abandonment of the possibilities of decomposing knowledge into its elements for purposes of study and decontextualizing these elements for purposes of instruction. We show that cognitivism does not imply outright rejection of decomposition and decontextualization. We critically analyze two movements which are based in part on this rejection--situated learning and constructivism. Situated learning commonly advocates practices that lead to overly specific learning outcomes while constructivism advocates very inefficient learning and assessment procedures. The modern information-processing approach in cognitive psychology would recommend careful analysis of the goals of instruction and thorough empirical study of the efficacy of instructional approaches.
Source: Figshare
DOI: 10.1184/r1/6613526
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1491893369