Cognitive Learning Domain

1. CURRICULUM STUDIES AND
LEARNING THEORIES IN
PRIMARY SCHOOL
MATHEMATICS
MTES 3232
DR. MAS NORBANY BINTI ABU
SAMAH

2. PIAGET’S COGNITIVE LEARNING
THEORY
Piaget's Cognitive Learning Theory, proposed by
Swiss psychologist Jean Piaget, focuses on the
development of cognitive processes in children.

3. ACCORDING TO PIAGET'S THEORY OF COGNITIVE DEVELOPMENT,
CHILDREN PROGRESS THROUGH FOUR STAGES OF COGNITIVE
DEVELOPMENT, EACH WITH DISTINCT COGNITIVE ABILITIES AND WAYS
OF THINKING. THE FOUR STAGES ARE
Sensorimotor stage: This stage occurs from birth to around two years old and is
characterized by the child's understanding of the world through sensory experiences and
motor actions.
Preoperational stage: This stage occurs from around two to seven years old and is
characterized by the child's ability to use symbols to represent objects and events, but
with limitations in logical thinking.
Concrete operational stage: This stage occurs from around seven to eleven years old and
is characterized by the child's ability to think logically about concrete objects and events.
Formal operational stage: This stage occurs from around eleven years old and beyond and
is characterized by the child's ability to think logically about abstract concepts and
hypothetical situations.
Piaget's theory emphasizes that children actively construct their understanding of the
world through interactions with their environment and that cognitive development occurs
through distinct stages from birth through the end of adolescence.
By understanding these stages, educators can design instructional strategies that align
with children's cognitive abilities and promote their cognitive development.

4. THE KEY CONCEPTS AND
OBJECTIVES OF PIAGET'S THEORY:
Stages of cognitive development: Piaget proposed that children progress
through four stages of cognitive development: sensorimotor, preoperational,
concrete operational, and formal operational.
Each stage is characterized by distinct cognitive abilities and ways of
thinking.
Constructivist learning: Piaget's theory emphasizes that children actively
construct their understanding of the world through interactions with their
environment.
They assimilate new information into existing mental structures (schemas)
and accommodate their schemas to fit new experiences.
Development of logical thinking: Piaget's theory focuses on how children
gradually develop the ability to think logically and scientifically. . They move
from a sensorimotor understanding based on sensory experiences and
motor actions to more abstract and logical thinking in later stages

5. Role of play and exploration: Piaget emphasized the importance of play and
exploration in children's cognitive development.
Through play, children engage in activities that allow them to experiment,
problem-solve, and develop their cognitive abilities.
Active learning and discovery: Piaget's theory supports the idea of active
learning and discovery, where students are encouraged to explore and
engage in carefully planned activities to make key observations and develop
their understanding
Formative assessment: Piaget's theory has influenced the concept of
formative assessment, which focuses on understanding students' thought
processes and providing feedback to support their cognitive development.
The objectives of Piaget's cognitive learning theory include understanding
the stages of cognitive development, promoting active learning and
discovery, fostering logical thinking, and recognizing the importance of play
and exploration in children's learning.
By understanding these objectives, educators can design instructional
strategies that align with children's cognitive abilities and promote their

6. GAGNE’S INFORMATION
PROCESSING MODEL OF LEARNING

7. ROBERT GAGNE'S INFORMATION PROCESSING MODEL OF LEARNING IS A
THEORETICAL FRAMEWORK THAT EXPLAINS HOW HUMANS PROCESS INFORMATION
AND LEARN.
The model is based on the idea that different kinds of learning
outcomes require specific instructional techniques
Gagne identified five major categories of learning outcomes: verbal
information, intellectual skills, cognitive strategies, motor skills, and
attitudes.
Gagne's model emphasizes the importance of understanding the
mental events that occur when adults are presented with various
stimuli
He created a nine-step process called the events of instruction, which
correlate to and address the conditions of learning

8. The nine events of instruction are: gain attention, inform learners of
the objective, stimulate recall of prior learning, present the content,
provide "learning guidance," elicit performance, provide feedback,
assess performance, and enhance retention and transfer
Gagne recognized that learners bring things with them to a learning
activity, such as previous experiences, attitudes, and prior
knowledge, that have a significant influence on the learning process
itself
Gagne's model has been used in various fields, including education,
psychology, and training and development
It provides a checklist for trainers and educators to use before
engaging in teaching or training activities
Overall, Gagne's Information Processing Model of Learning provides a
framework for understanding how humans process information and
learn.
By understanding the mental events that occur during learning,
educators can design instructional strategies that align with learners'
cognitive abilities and promote their cognitive development.

10. The nine events of instruction in Gagne's model of learning are:
1. Gaining attention: Attracting the learner's attention to the learning material.
2. Informing the learner of the objective: Clearly stating the learning objectives to the
learner.
3. Stimulating recall of prior learning: Activating the learner's prior knowledge and
experiences related to the learning material.
4. Presenting the content: Delivering the learning material in a clear and concise manner.
5. Providing learning guidance: Providing guidance and support to the learner as they
engage with the learning material.
6. Eliciting performance: Providing opportunities for the learner to practice and apply
what they have learned.
7. Providing feedback: Providing feedback to the learner on their performance and
progress.
8. Assessing performance: Assessing the learner's performance to determine if they have
achieved the learning objectives.
9. Enhancing retention and transfer: Providing opportunities for the learner to apply what
they have learned in new and different contexts.
These nine events are designed to help educators create effective instructional strategies
that align with learners' cognitive abilities and promote their cognitive development. By
following these events, educators can design instructional strategies that are engaging,
and effective, and promote long-term retention and transfer of learning.

12. BRUNER’S LEARNING THEORY
His research on children's cognitive development proposed three
'modes of representation’:
Enactive representation (based on action)
Iconic representation (based on images)
Symbolic representation (based on language)

13. JEROME BRUNER'S LEARNING THEORY PROPOSES THREE
MODES OF REPRESENTATION, WHICH ARE WAYS HUMANS
STORE AND ENCODE KNOWLEDGE OR INFORMATION IN
MEMORY. THE THREE MODES OF REPRESENTATION ARE:
Enactive representation: This mode is based on action and involves
learning through physical activity and movement. It is most
prominent in early childhood (0-1 year).
Iconic representation: This mode is based on images and involves
learning through visual representations and mental images. It is most
prominent in early childhood (1-6 years).
Symbolic representation: This mode is based on language and
involves learning through the use of symbols, such as words and
numbers. It is most prominent in later childhood (7 years onwards).

14. These modes of representation provide a foundation for educational
thinking and serve as a basis for instructional design.
By incorporating a variety of representations into their teaching,
educators can create a more dynamic and engaging learning
environment that caters to the diverse cognitive needs of students.
The modes of representation are integrated and only loosely
sequential as they "translate" into each other.

15. The three key principles of Bruner's learning theory are:
Discovery Learning: Bruner proposed the concept of Discovery Learning,
which suggests that learners should actively discover and organize
information themselves, rather than being presented with the final form of
knowledge. This approach encourages learners to explore, make
connections, and construct their own understanding.
Cognitive Structure: Bruner emphasized the importance of cognitive
structures, such as schemas or mental models, in organizing and making
sense of information. These structures provide meaning and organization to
experiences and allow learners to go beyond the information given
Tailored Learning Experiences: Instruction should be designed to tailor
learning experiences to the individual learner, taking into account their
readiness and interests
By incorporating these principles into instructional design, educators can
create learning experiences that foster active engagement, autonomy,
creativity, problem-solving skills, and meaningful understanding.

16. THE IMPLICATIONS
Active engagement: Discovery learning encourages active
engagement on the part of the learner, promoting hands-on
exploration and interaction with the learning material
Autonomy and responsibility: Discovery learning promotes learner
autonomy and responsibility, allowing learners to take ownership of
their learning process and make decisions about their learning
agenda
Creativity and problem-solving skills: Discovery learning aims to
develop learners' creativity and problem-solving skills by providing
opportunities for them to explore and discover new facts,
relationships, and truths
Tailored learning experiences: Instruction should be designed to
tailor learning experiences to the individual learner, taking into

17. Cognitive organization and categorization: Learners construct their
own knowledge by organizing and categorizing information using a
coding system. This process helps learners make sense of the
information and create meaningful connections
Guided discovery: While discovery learning emphasizes learner
exploration, Bruner also recognized the importance of guidance and
scaffolding from teachers or more knowledgeable others to support
the learning process
Experiential learning: Discovery learning emphasizes experiential
learning, where learners actively engage with the learning material
through hands-on experiences and real-world contexts
By incorporating these principles into instructional design, educators
can create learning experiences that foster active engagement,
autonomy, creativity, problem-solving skills, and meaningful
understanding.

18. BRUNER’S CONCEPT FORMATION
Conjunctive concept – 2 or more integrated attributes, that can’t be
separated or lessened.
Disjunctive concept – attributes that have been integrated into a
concept.
Two sets A⊂X and B⊂X are called disjunctive if any pair of elements
x∈A, y∈B is disjunctive. An element x∈X is said to be disjunctive with
a set A⊂X if the sets {x} and A are disjunctive.
Relational concept – attribute contained in the concept which
possesses relations between one another. i.e – time difference
between 2 countries.

19. AUSUBEL’S MEANINGFUL
LEARNING MODEL
- Theory of Reception Learning
He argued that reception learning (meaningful learning) is more
effective than rote learning,