300<9X-\'?

5a ,,,
Chapter 5 The Cognitive Process Dinmensioin 65
sess relevant knole!ge" #$t she also can $se that knole!ge to solve pro#-
lems an! to %n!erstan! ne concepts& 'he can trans(er her knole!ge to
ne pro#lems an! ne learning sit$ations& Carla has atten!e! to relevant
in(ormation an! has $n!erstoo! it& The res$lting learning o$tcome can #e
calle! mean
ing($l learning&
)eaning($l learning provi!es st$!ents ith the knole!ge an!
cognitive processes the* nee! (or s$ccess($l pro#lem solving& Pro#lem
solving occ$rshen+a st$!ent !evises a a* o( achieving a goal that he or
She has never previo$sl* achieve!" that is" of ,g$ring o$t ho to change a
sit$ation (rom its given state into a goal state -D$ncker" .9/50 )a*er" .9912&
To ma3or compo
nents in pro#lem solving are pro#lem representation-in hich a st$!ent
#$il!s a mental representation o( the pro#lem-an! pro#lem sol$tion-in
hich a st$!ent !evises an! carries o$t a plan (or solving the pro#lem
-)a*er" .9912& Consistent ith recent research -4ick an! 5ol*oak" .960"
.9630 7osnia!o$ an! 8rton*" .9692" the a$thors o( the original Handbook
recogni9e! that st$!ents o(ten solve pro#lems #* analog*& That is" the*
re(orm$late the pro#lem in a more (amiliar (orm" recogni9e that it is similar
to a (amiliar pro#lem t*pe" a#stract the sol$tion metho! (or that (amiliar
pro#lem t*pe" an! then appl* the metho! to the to-#e-solve! pro#lem&
::::::::::::::::::::::::::::::::::::::; %m
MEANINGFUL LEARNING AS CONSTRUCTING KNOWLEDGE FRAMEWORKS
.A (oc$s on meaning($l learning is consistent ith the view o( learning as
knole!ge constr$ction" in hich st$!ents seek to make sense o( their
e<periences& =n constr$ctivist learning" as mentione! on page 36" st$!ents
engage in active cognitive processing" s$ch as pa*ing attention to relevant
incoming in(ormation" menta;iv organi9ing incoming in(ormation into a
coherent representation" an! mentall* integrating incoming in(ormation
ith e<isting kno'vle!"-e -\la*er" .9992& =n contrast" a (oc$s on rote learning
is consistent ith the vie o( learning as knole!ge ac>$isition" in hich
st$!ents seek to a!! ne in(ormation to their memories -)a*er" .9992&
Constr$ctivist learning -i&e&" meaning($l learning2 is recogni9e! as an
important e!$cational goal& =t re>$ires that instr$ction go #e*on! the
simple presentation o( (act$al knole!ge an! that assessment tasks
re>$ire more o( st$!ents than simpl* regali or recognition o( (act$al
knole!ge -?rans(or!" ?ron" an! Cocking" .9990 @am#ert an! )cCom#s"
.9960 )arshall" .99A0 'teBe an! 4ale" .9952& The cognirive processes
s$mmari9e! in this chapter provi!e a meCrD o( !escrThircg the range nD
st$!cnDr' co$itivo aotivDtics in corstnvDtivDst learning0 that is" these
processes are a.&
"
s in hich st$!ents can activel* engage in the process
o( coristr$ctii ig meaning&
COGNITIVE PROCESSES FOR RETENTION AND TRANSFER
=( ive ere intereste! main0* in teaching an! assessing
tiie !egree to hich st$!ents learne&i some s$#3ect
matter co&itent an! retaine! it over some perio! o( time"
e o$l! (oc$s primaril* o l one class o( cognitive
processes-namel*" those associate! ith Renic'mher. =n
contrast" i( e ish to e<pan! o$r (oc$s #*
5.1 THE COGNITIVE PROCESS DIMENSION
CATEGORIES
& COGNITIVE ALTERNATIVE
PROCESSES NAMES DEFINITIONS AND EXAMPLES
1. REMEMBER-Retrieve relevant knowledge from long-term memory
1.1 RECOGNIZING Identifying Locating knowledge in long-term memory that is consistent
with
-
presented material (e.g., Recognize the dates of
I important events iii U.S. history)
1.2 RECALLING Retrieving Retrieving relevant knowledge from long-term memory
(e.g., Recall the dates of important events in U.S. history)
2. U N D E R STA N o--Construct meaning from instructional messages, including oral, written,
and . _ graphic communication
2.1 INTERPRETING Clarifying,
i paraphrasing,
i
I representing,
I
translating;
I
2.2
EE!PLIF"ING Illustrating,
r
i
ins ton tia ting
2.# CLASSIF"ING Categorizing,
I
subsuming
1 2.$
S%!!ARI&ING Abstracting,
generalizing
I
i 2.5 INFERRING Concluding,
extrapolating,
I
interpolating,
predicting
2.6 CO!PARING Contrasting,
mapping,
matching
2.' EPLAINI%G
Constructing
models
Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., Paraphrase
important speeches and documents)
Finding a specifc example or illustration of a concept or principle (e.g.. Give examples of various
artistic painting styles)
Determining that something belongs to a category (e.g., concept-or principle) (e.g., Classify
observed or described cases of mental disorders)
Abstracting a general theme or major point(s) (e.g., Write a short sununarv of the events portrayed
on a videotape)
Drawing a logical conclusion from presented information (e.g., In learning a foreign language,
infer grammatical principles from examples)
Detecting correspondences between two ideas, objects, and the like (c.g., Compare historical events
to contemporary situations)
Constructing a cause-and-efect model of a system (e.g., Explain the causes of important 18th-
century events in France)
3. APPLY--Carry out or use a procedure in a gi"en situation
3.1 EXECUTING Carrying out Applying a procedure to a familiar task (e.g., Divide
one whole number btb another whole number, both
with multiple digits)
3.2 IMPLEMENTING Using Applying a procedure to an unfamiliar task (e.g., Use
Nevrton's Second Law i n situations in which it, is
appropriate)