Cognitivism in the Science Classroom

 Hello everyone, and welcome back to my blog, today we will be discussing living and non-living things using the cognitivism learning theory in science. Let’s have fun learning.  Do you know what cognitivism deals with?

What is cognitivism

Cognitivism is information that is received, organized, stored, and retrieved in the mind (BlueSofaMedia.(2015, July 5). Use a Learning Theory: Cognitivism[video].YouTube.)

https://youtu.be/gugvpoU2Ewo

 

Introduction

Using the cognitivism theory along with the information processing model we will look at a science lesson on living and non-living things.

A video will be given to students to view on the topic of  ‘Living and Non- Living Things”.

Please click the link below.

https://www.youtube.com/watch?v=BN0VwKQorhk&feature=youtu.be

After viewing the video, students will be grouped to perform this task,  for this activity, each group will need:1 pair of scissors, a glue stick, and a blank T-Chart.

 

The teacher will ask, “class what do you think we are going to learn about today?” If you said living and non-living things you are correct.

 

Step2:

Using the think-pair square method

students will work together to distinguish if the items are living or non-living. The pictures will be cut out and placed into a T-Chart. Each group will be given a T-Chart and Picture sheet.

 

 

T- Chart
Living Things	Non-Living things

 

Step3: Using the random call strategy the teacher will ask one group member to list two items that are either living or non-living from the picture chart.

Step4: After each group's presentation the teacher will ask the students guiding question such as:

what is a living thing/non-living thing?

How do you know that it is a living thing or non-living?

Can you give me an example of a living and a non-living thing that was not seen on the chart or the pictures given?

Step5: After the lesson has ended, the teacher will ask her class what do they understand about living and non-living things.

 

 

This theory was chosen because I wanted my students to be analyzers, critical thinkers and to use the information they were given to activate their prior knowledge and assimilate new information.