Cognitive Models for Learning

Providing the theoretical perspective for this book was a challenge. Our intent in focusing on cognitive models of learning was to provide a foundation for the rest of the book; a way to integrate the many different topics our readers would eventually encounter. As we say in the chapter's introduction, we feel it is productive for teachers to understand at a meaningful level both how learning and thinking occur and what is learned. These issues are fundamental to the teaching/learning process and should not be isolated in any single course. How teachers understand these issues will influence how they bring students into contact with information, what they encourage students to do with this information, and how they assess the success of what students have accomplished. We believe teachers make many important decisions and this book will offer even more ideas and proposals to consider. Unless the approaches we offer make sense to teachers, we doubt they will invest the time and energy needed to implement the ideas.

This textbook emphasizes a cognitive perspective. This is one of several possible theories teachers encounter in an effort to help them understand learning and problem-solving behavior. Students encounter theories in many of their college courses. It might be useful for you to think about what roles these "book theories" play. Students often use the word "theoretical" in a derogatory manner when they want to complain about course content they feel is not useful. Do you recognize this behavior in yourselves? We take a somewhat different perspective and suggest that we all have developed explanatory models we use to guide our decision-making behavior. We build such "personal theories" from out interpretation of life experiences including those formal educational experiences we have in classrooms. Can you recognize "personal theories" you have developed that will likely influence how you will interact with students, select content for students to consider, and generate assessment methods?

Now back to the major theoretical perspective of this book - what does a cognitive perspective emphasize?