Cognitivism learning theory emphasizes the internal mental processes involved in learning. A core concept within this theory is the idea of schemas, mental frameworks that help us organize and interpret information. Developed by Jean Piaget, schema theory provides valuable insights into how we learn and adapt to the world around us. This article will delve into the concept of schemas and their role in cognitivism learning theory.
Schemas, as Piaget described, are “a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning.” In simpler terms, schemas are like mental blueprints or frameworks that we use to understand and respond to new situations. They are built upon our past experiences and knowledge, constantly being updated and refined as we learn more.
To illustrate this concept, consider a child encountering a cow for the first time. The child might develop a schema for “cow” based on its key characteristics. This schema isn’t just a passive image; it’s an active, repeatable process of recognition. When the child sees the cow, they engage in the “cohesive, repeatable action” of identifying it.
This recognition process breaks down into component actions. The child observes various attributes: the cow is alive, has four legs, eats grass, and makes a “moo” sound. Each of these observations relies on pre-existing schemas – the concept of “living things,” understanding numbers to count legs, knowing what grass is, and recognizing sounds. These components collectively form the “core meaning” of a cow for the child. This initial schema will be the foundation for future encounters and learning about cows and other animals.
Piaget argued that schemas are fundamental to all cognitive processes. Britannica outlines these key processes influenced by schemas:
- Perceiving: Schemas guide what we pay attention to and how we interpret sensory information.
- Recognizing: Schemas allow us to identify familiar objects and situations quickly.
- Conceiving: Schemas help us form new ideas and concepts by building upon existing frameworks.
- Reasoning: Schemas provide a structure for logical thought and problem-solving.
As we develop, our schemas become more complex and interconnected. Simple schemas, like recognizing a cow, evolve into more abstract and intricate concepts. For instance, the understanding of basic arithmetic like addition and subtraction (itself a schema) allows a student to develop a schema for budgeting and financial planning, enabling them to save for a desired toy.
The formation of schemas is not a static process. Cognitivism learning theory, through Piaget’s schema theory, outlines a dynamic four-step cycle:
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Assimilation: This is the process of integrating new information into existing schemas. We try to fit new experiences into our current understanding of the world. For example, a child who knows what a dog is might initially assimilate a cat into their “dog” schema because both are furry and have four legs.
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Disequilibrium: Disequilibrium occurs when new information challenges our existing schemas and creates a state of cognitive discomfort or imbalance. Using the animal example, if the child calls a sheep a cow, and is corrected, they experience disequilibrium – their existing “cow” schema doesn’t quite fit the new animal.
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Accommodation: To resolve disequilibrium, we engage in accommodation. This involves modifying our existing schemas or creating new ones to incorporate the new information. In the sheep example, the child accommodates by adjusting their “cow” schema to exclude sheep and creating a new “sheep” schema with distinct attributes like “baa” sound and wool.
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Equilibrium: Equilibrium is the state of cognitive balance achieved after accommodation. Our schemas are adjusted to incorporate the new information, and we have a more stable understanding of the concept. The child now has separate and accurate schemas for both cows and sheep, achieving equilibrium regarding these animals.
This cycle of assimilation, disequilibrium, accommodation, and equilibrium is continuous and lifelong. As we encounter new experiences, we constantly refine and expand our schemas, leading to ongoing cognitive development and learning. Understanding schema theory within cognitivism provides a powerful framework for educators and learners alike to appreciate how knowledge is constructed and how learning can be facilitated by addressing existing mental frameworks and promoting cognitive adaptation. By recognizing the importance of schemas, we can better understand the learning process from a cognitivist perspective.
