• In cognitivism, instructional strategies such as using relevant examples or analogies to deepen memory often do not allow us to store knowledge in the brain for a longer period. Students tend to forget the knowledge that they were not often used. So in the learning process, relevant examples and analogies may allow us to recall the content of the knowledge for a short time. It is because we didn’t find knowledge really useful in our inner world. Thus these memories won’t be activated in the future. It is even more unreasonable as to how to apply it in different situations in the future.
  • In the contents of cognitivism in the article, I don’t quite understand the article’s constant emphasis on learners’ mental activities, such as the internal structure of the brain (Ertmer& Newby, 2013). Through ‘the environment’ provided in the following reading, such as the outline provided by the professor, and the learning aid map, to help learners digest and absorb knowledge and to ensure that the learners’ memory will be activated in the future, I understand the importance of the learner’s brain in processing knowledge.
  • In my economics class study, there have been many times I feel unfamiliar with some discipline-specific terms. But studying for the ensuing exams helped me digest this new knowledge quickly in a short period of time. First of all, the method I adopted for studying was behaviorism, using a large number of exercises to practice my resilience to similar questions. For example, in multiple-choice questions, reading the answers to the correct options deepens my memory and allows me to respond quickly and easily in similar circumstances.
  • I want to share my learning experience in Eco 305. In this course, I use preview more than the lecture taught by the professor that day for review. I would preview the next day’s lecture. This way, when the professor was in class, I could deepen my memory. The motivation for me to preview was that I was really into this course and had my personal experience of the knowledge I have learned, so I was relaxed and proficient in applying Eco 305 in exams or future life.
  • Behaviorists will prepare a large number of weather change exercises to simulate similar environments to ensure that learners can get the correct response. Cognitivists will pay attention to learning strategies and present different weather types and methods more clearly and intuitively to ensure the construction of knowledge in the learners’ brains. Constructivists will provide learners with real experiences, such as real weather changes, to ensure that learners can effectively use knowledge in real life.
  • Behaviorism: Do a lot of practice questions before the test in order to choose the correct answer for the test. Cognitivism: I listed the knowledge points in the pre-exam review of Eco 204, and drew family and company flow charts to remember them more easily later. Constructivism: Using my own experience of going to a gas station to judge whether the price of gas is higher than before the Russo-Ukraine War
  • I am currently more inclined to constructivism. In my perspective, personal experience allows me to have a basic judgment on the accuracy of knowledge, which is more conducive to deepening my memory and understanding of knowledge. For example, there is no right answer to many questions, such as whether I should buy a certain stock, as everyone has independent opinions. We cannot criticize other people’s opinions because each opinion is based on our own experience.

References

Ertmer, P. A., & Newby, T. J. (2018). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. In R. West (Ed.), Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism