Cognitive strategy: Difference between revisions
Jump to navigation
Jump to search
(using an external editor) |
(using an external editor) |
||
| Line 4: | Line 4: | ||
* Techniques learners apply (consciously or unconsciously) to process language/information (input and output). Some strategies can be developed. ([http://www.ub.es/div5/departam/dll/recursos/prov71.htm EFL teachers jargon]) | * Techniques learners apply (consciously or unconsciously) to process language/information (input and output). Some strategies can be developed. ([http://www.ub.es/div5/departam/dll/recursos/prov71.htm EFL teachers jargon]) | ||
See also [[metacognition]] which refers to a subcategory of cognitive strategies. | * See also [[metacognition]] which refers to a subcategory of cognitive strategies. | ||
== Cognitive strategy in education == | |||
[[Cognitivism]] as well as [[constructivism]] see the learner as active participant in the learning/teaching process. As active participant he implements cognitive learning strategies. | [[Cognitivism]] as well as [[constructivism]] see the learner as active participant in the learning/teaching process. As active participant he implements cognitive learning strategies. | ||
We discuss educational issues in the [[learning strategy]] article. | We discuss these educational issues in the [[learning strategy]] article. | ||
[[Category: Learning theories]] | [[Category: Learning theories]] | ||
Revision as of 12:47, 24 May 2006
Definition
- Techniques learners apply (consciously or unconsciously) to process language/information (input and output). Some strategies can be developed. (EFL teachers jargon)
- See also metacognition which refers to a subcategory of cognitive strategies.
Cognitive strategy in education
Cognitivism as well as constructivism see the learner as active participant in the learning/teaching process. As active participant he implements cognitive learning strategies.
We discuss these educational issues in the learning strategy article.