Applying Cognitive Learning Theories to Engage and Motivate
Students in STEM Classrooms
Stephen TonksEducational Psychology
May 15, 2013
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Cognitive Science & STEM Ed
1. Learning is constructive, not receptive2. Motivation and beliefs are integral to
cognition3. Social interaction is fundamental to
cognitive development4. Knowledge, strategies, and expertise are
contextual
*Bruning, Schraw, Norby, and Ronning (2004)
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1. Learning is Constructive
• Constructivism: People combine existing knowledge with new information to build new knowledge
• Learning = constructing meaning• Students need to make their own discoveries
and thus construct their own knowledge• Duckworth (2006) on Piaget: Create a
classroom where students can discover
*Piaget & others 4
What do you see?
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Constructivism in the Classroom
• Any amount of “active” helps• Background knowledge is HUGE• A range of experiences and many
experiences help students learn• Experiences become background
knowledge• Expending effort & deep processing aids
memory
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3. Social Interaction is Fundamental
• Cognitive skills evolve from social interactions with parents, teachers, etc.
• Culture uses “tools for thought”– Speech, writing, mathematical & scientific concepts
• Relatedness as a psychological need• In classrooms: Groupwork, scaffolding, peer tutoring,
reciprocal teaching, CUT SOME OF THESE?
*Vygotsky; Deci & Ryan
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4. Cognitions are Contextual
• Cognitive growth occurs in a sociocultural context that influences the form it takes
• Transfer of advanced skills is difficult• EXPAND?
– Knowledge, strategies, expertise
*Vygotsky
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2. Motivation & Beliefs are Integral
• Many modern motivation theories• Self-efficacy (Bandura, etc.)• Mindset Theory (Dweck)• Achievement Goals (Pintrich, etc.)• Self-Determination Theory
– Three Psychological Needs
*Deci & Ryan
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Self-Determination TheoryThree Psychological Needs
• Autonomy• Relatedness• Competence
• Innate• Fulfillment = Good• Deprivation = Bad
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• A-B-C (for easy recall)• Environment can change motivation
*Deci & Ryan
Perceived Autonomy
• Students need to feel that they have some control over their own learning
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Mark Twain on Autonomy
…Work consists of whatever a body is OBLIGED to do, and that Play consists of whatever a body is not obliged to do. And this would help him to understand why constructing artificial flowers or performing on a tread-mill is work, while rolling ten-pins or climbing Mont Blanc is only amusement. There are wealthy gentlemen in England who drive four-horse passenger-coaches twenty or thirty miles on a daily line, in the summer, because the privilege costs them considerable money; but if they were offered wages for the service, that would turn it into work and then they would resign. 12
Autonomy Support
• How to– Provide choices– Encourage– Give rationales
• How not to– Give orders– Use bribes– Make threats
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• Giving students SOME control over their own learning
• Opposite of controlling behavior
Why Support Autonomy?
• Conceptual understanding• Retention of content• Achievement• Intrinsic motivation• Positive affect
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Now, Apply It!
• Take one concept that you teach, and apply an idea from today
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