Reflection in Learning & Professional Development by Jennifer A Moon

Author:Jennifer A Moon
Language: eng
Format: epub
ISBN: 9781136763632
Publisher: RoutledgeFalmer

The cognitive structure is depicted diagrammatically in Figure 9.1 as it is shown in the map of learning and the representation of learning in Figure 11.1. The diagram incorporates the ideas of assimilation and accommodation and the guidance function of the cognitive structure.

The cognitive structure and subject matter

The subject matter of learning also interacts with the cognitive structure and this interaction characterizes the nature of learning at any given time. We do not simply learn, we learn something. The new material of learning does or does relate to areas of the existing cognitive structure – it does or does not conflict with existing ideas. In this way, the process of learning at any time is contextualized. Marton and Ramsden (1988) say, ‘The thesis we want to advocate is that learning and thinking skills are not separate entities that have a life of their own. They are ways of dealing with and reasoning about various aspects of subject matter and their character should be defined by the imperatives of that subject matter’.

The nature of the organization of the cognitive structure may also interrelate with the sequence of teaching the subject matter, both in small-scale term and on a larger scale. In small-scale terms, the way in which a text is organized on a page was found by Ausubel (1962) to interact with the verbal ability of a learner. Ausubel gave learners an unfamiliar text and gave some of them an advance organizer – a short introductory passage to help them mentally organize the information in the text. Learners who had lower than average verbal ability appeared to be helped in their learning by the advance organizer, while students who were of average or above average verbal ability were able to learn without the organizer. He suggests that learners of higher verbal ability are capable of better organization of new material of learning around relevant, more inclusive concepts and so they do not need as much external organization of the meaning as do those with less ability in this area. This research suggests that ‘higher verbal ability’ may equate to greater ability in organizing incoming verbal information.

Regarding the larger scale of learning subject matter, it has been observed there is a tendency to learn specific details about a subject and generalize across the specifics (Marton and Ramsden, 1988).Throughout education, subjects are not learnt in terms of generalities to begin with. Children in primary school learn details about topics, learning the rules that enable a generalization of knowledge during subsequent education. As they progress, they are increasingly required to make generalizations themselves by reflecting on how multiple details can be developed into an integrated understanding.

The pattern of learning specific details and developing them towards generalizations accords with the notion of a cognitive structure that initially comprises networks of assimilated specifics about a topic that, with more input and inducement to generalize, accommodates to a more generalized network within which the specifics are located. ‘Inducement’ here might include teaching and explanation, but probably also maturity and developing skills in learning and representation.

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