Case for Cognitive Learning TheoryMs. Pascal is teaching a lesson to her math class on the calculation of the area of triangles. She begins the class by reviewing methods for calculating the area of squares and rectangles, which were covered in the previous lessons. She then announces that, “Today we will learn to calculate the area of triangles.” She begins this topic by discussing situations where it is necessary to calculate the area of triangular shapes. This discussion includes several concrete and practical examples. She then asks the students, “How can we calculate the area in these situations?”
1.Using the concept of meaningful learning, address Ms. Pascal’s review of previously studied geometric shapes. Specifically:
a.Define meaningful learning using terms from cognitive learning theory
b.Identifies examples of Ms. Pascal’s actions that encourage or support meaningful learning
c.Describe how Ms. Pascal’s actions might contribute to meaningful learning
2.Use the concept of working memory, and its limits, to discuss how Ms. Pascal’s lesson is consistent with theory. Specifically:
a.Define working memory and working memory load
b.Describe how working memory load impacts learning
c.Use the concept of working memory load to explain the change in students’ performance
3.Using the types of knowledge representation, discuss the students’ problem-solving performance at the end of the lesson. Specifically:
a.Compare and contrast declarative and procedural knowledge
b.Identify the type of knowledge associated with student’s performance
c.Provide a rationale for the type of knowledge chosen in part b that is consistent with cognitive theory
