Effecting cognitive functioning in students - A theoretical review study (original) (raw)
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Explore the Role of Different Cognitive Functions in Education
Journal of Education and Practice , 2023
The purpose of this review was to focus on the role of different cognitive functions in education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: Cognitive functions can play a significant role in improving education systems by informing instructional design, assessment methods, and student support strategies. It was concluded that application of cognitive functions in education involves utilising the understanding of how the brain processes information to inform instructional design, assessment methods, and student support strategies. Unique Contribution to Theory, Policy and Practice: Interventions targeting specific cognitive functions, such as memory-enhancing strategies or attention-focusing techniques, can be used to support students with learning difficulties. Overall, the application of cognitive functions in education can lead to more effective and engaging instruction, personalised learning experiences, and improved academic performance for students.
Cognitive Challenges to Effective Teaching and Learning: Perspectives of Senior High School Teachers
INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH & DEVELOPMENT , 2021
This study investigated cognitive challenges to effective teaching in Senior High Schools in Gomoa East District. The study was quantitative research that adopted the descriptive cross-sectional survey design. In total, 110 SHS teachers were selected for the study. Data were collected through a 5-point Likert scale questionnaire ranging from strongly agree to strongly disagree. Descriptive (Mean and Standard Deviation) and inferential statistics (MANOVA) was used to analyse the data that were obtained. The study’s result showed that the cognitive challenges to effective teaching are student mental mindset, metacognition, and self-regulation, student fear and mistrust, insufficient prior knowledge, misconceptions, ineffective learning strategies, transfer of learning, constraints of selective attention and constraints of mental effort and working memory. Also, it was found that there was no statistically significant difference in the perceptions of teachers about the cognitive challenges to effective teaching based on their sex, teaching experience and school proprietorship.It was recommended that irrespective of the teaching methods SHS teachers might choose to use, they should consider each of the challenges because each one can affect learning.
Effective Functioning in Students-BVSarma
ABSTRACT Scientists say that higher your I.Q. the more you dream. While this may be true, brain is much more active at night than during the day. Logically, when you turn off your brain turns on.It is just math logical calculation but unlike power of human brain is infinite space or just unlimited memory. In this Scenario……after reviewing such facts i would like to introduce my theory “Effective cognitive functioning in student may lead to progress in I.Q and overall development”. I searched for relevant literature I found amazing facts and genuine theories that were more appropriate to my concept and here it is what encouraged me up to this occasion. Let us get into mathematical problem how will we measure shaped and unshaped area? shaped area can be measured as like limited memory can be utilized with proper instructions like a operating system handling some hard disk. Then what about measuring a Unshaped area like unlimited memory/infinite storage? I have a idea and it may be little bit crazy but it can be a great door to unleash unlimited power of human brain. It is as simple that if you want to measure a unshaped area at first you need to mark a approximate perimeter so that the unshaped area may come to shaped manner. When it comes to shape we have certain procedure to measure it, Simply I can say we need a operating system that is programmed for ourselves and by us knowingly abilities and capacities of our own ,and, so for utilizing unlimited storage capacity of brain. “Each individual has to develop his or her own cognitive structures. “ “ It is never too late to develop cognitive structures.” Hence by above reference I conclude that –“Effective cognitive functioning in student may lead to progress in I.Q and overall development” As the caretaker of your students' brains during the years of prefrontal cortex development, you should consider how you can guide and train your students' greatest resources strong executive functions. The opportunities you provide for mental manipulations using these critical neural networks are precious gifts. It will empower them to achieve their highest potentials and greatest satisfaction as they inherit the challenges and opportunities of the 21st century.
Cognitive Educational Transaction: Assessment and Mediation of Pupil’s Cognitive Capacities
2019
At present, the subject of basic and applied research is becoming a specific type of educational transaction whose aim is to know the cognitive determinants of the educational process. Research findings relating to the brain and mind indicate that if we can gain a better understanding of a pupil’s cognitive apparatus, this may lead to more effective teaching of low-performing pupils. When considering the causes of a pupil’s unsatisfactory school performance, it is important to consider which elements of thinking require activation during information processing, or task performance. Knowing the aspects of motor and mental speed and cognitive flexibility of the pupil is the starting point for cognitive stimulus transactions. From this knowledge, subsequently generated transactions can be carried out in an individual intervention aimed at remediating the possible cognitive deficiencies in low performing pupils. In the paper we present the results of the pilot research (as a part of mor...
Cognitive States in Educational Activity of Students: Structural-Functional Aspect
Asian Social Science, 2014
Modern educational systems are aimed at not only knowledge acquisition, but also at intellectual development of young people, including the ability of self-regulation of cognitive activity. That is why the knowledge of students about cognitive states, strengthening the availability of subjective experience, promoting maximum productiveness of cognitive processes gain great significance. The ability to control these states influences directly on the development of cognitive abilities of students and the success of their study in whole. The purpose of this article is to study the structure and functions of typical cognitive states, emerging in the course of students' educational activity. By means of the procedure of factor analysis, there were revealed four independent factors, underlying the structure of cognitive states. It was shown that the factor of metacognitive regulation of cognitive activity acts as a leading one in the structure of states. In comply with the peculiarities of structural organization, there were distinguished the regulating, activating and directing functions of cognitive states.
The cognitive perspective on learning: Ten cornerstone findings
2010
Imagine the following scenario: An experienced teacher explains to a class of ten motivated and intelligent elementary school children that the earth is a sphere moving through space. The teacher uses simple, precise, and convincing wording. (S)he explains the similarities and differences between the earth, its moon and the sun. A week later the students are asked to draw a picture of the earth and they produce a number of wrong depictions, including a spherical but hollow earth with people living on the bottom of the inside. Why did the teaching not work as expected?
Towards a Practical Framework of the Remediation of Cognitive Skills at Primary Level
World Journal of Education, 2011
In this article, the remediation of pupils' cognitive skills is studied and a practical framework for educational and remedial work at primary level is introduced. This article is based on a doctorate research that studied by means of action research the development and enhancement of the most low-grade school entrants' reasoning and cognitive skills. Those first grade students (N=43) who performed the worst in the cognitive skill measures comprised the test and control groups. The pupils in the test group were trained with the methods described in this article for 27 teaching moments during two school years. The results showed that the poor cognitive skills can be rehabilitated. Based on the results, a practical framework is constructed for educational and remedial work at the primary education. In this framework, the nature of cognitive skills and various different factors affecting educational situation are presented. With the help of these factors, the development of cognitive skills can be supported. The development of pupils' cognitive skills is individualistic, which should be noticed also in teaching. The principles and references are presented, which can help the teachers with their own actions to repair the defective cognitive processes and, at the same time, support the pupils' learning and working skills.
Journal of Educational Sciences, 2015
The study aimed to detect a difference in Engagement in Learning among secondary school students in the light of the difference in each of the source of cognitive load& level of learned helplessness& order Cognitive Holding Power. The study sample included (1382). The study results indicated the presence of significant differences in engaging learning between internal groups of students& Intrinsic/ Extraneous Cognitive Load in the light of the difference in the learner's level of Learned Helplessness& the order Cognitive Holding Power. the study concluded that the cognitive load& level of learned helplessness& the order Cognitive Holding is one of the educational determinants of the degree of involvement of students learning activities within study halls, which requires officials at the educational process need to design outreach programs psychological& educational means to the development& improvement of learning& engaging levels according psychological& educational characteris...
A Modified Conceptual Model to Improve Classroom Education with Cognitive Learning
www.srinivaspublication.com, 2020
Mind is the body's inseparable part of learning. Cognitive learning is a method that helps students use their brains more efficiently. This is an active constructive and long-lasting process. It encourages learners to take part in classes and learning journeys. This method allows the teacher or student to teach or learn subjects by skills critical thinking and application not by memorization or repetition. The student must learn how to learn through experience and cognitive strategies the student's experience will also affect his behavioural changes. The learning style and process reflect changes in the brain's content, organization and storage of information. Students lag behind their studies because not all of them can digest the same subject, syllabus and taste. The Cognitive Learning Approach involves students who are not engaged in their studies to achieve insight and fulfilment in their learning process. As students gain more confidence in their skills, they can find new ways to engage in learning in the form of groups, debates, answers to questions, etc. The teacher will have a personalized way of teaching that encourages students to get the best results. Here, every student is involved and self-assessed. The tutor should assist students in finding the right ideas and ways of thinking, as opposed to traditional classroom methods. The main goal of this paper is to present a set of cognitive structures for understanding the cognitive learning approach. The paper will also compare traditional classroom approaches with cognitive techniques for the future classroom.