Over time, a tremendous change has characterized cognitive science across its theoretical and applicative platforms. Research has been conducted to establish the cognitive perspective outlining the relationship between cognitive models and a teacher’s instructional approach (Xiong, Li, & Qu, 2015). Beliefs, goals, and knowledge influence the teachers’ cognitive modeling roles in the classroom by determining essential learning activities and decision-making processes.
Cognitive modeling learning activities give room for students to express their internal thoughts on their instructional activities and cognitive ideas in a well-structured market (Xiong et al., 2015). Cognitive models are founded on basic principles of cognition. A cognitive model refers to a coherent knowledge structure that is representative of diverse conceptual aspects that are often used in perceptual simulations.
The role cognitive modeling plays in enhancing effective learning in the classroom cannot be taken lightly since it bridges learning situations and actual environmental situations. Cognitive models are established on the basis of how one interacts with the environment (Xiong et al., 2015). Environmental interaction in cognitive modeling may either be linguistic or non-linguistic in nature and it is constantly conditioned or modified through continuous experience.
Cognitive models create room for teachers to actualize their professional identity through manipulation of various learning activities. It forms a reflection of the teacher’s cognition regarding learning and teaching thus guiding the teacher’s approach to teaching within the classroom (Xiong et al., 2015). Cognitive modeling in the classroom enables teachers to develop a personal understanding of their respective roles as well as the students in actively participating in learning activities.
According to Tolman's cognitive mapping concept, the behavior of an animal within a maze inclines the animal to develop a schema with regard for spatial relationships (Erisen, Celikoz, & Sahin, 2016). One of the most crucial aspects of an individual's behavior, according to Tolman's purposive behaviorism, is the intended purpose on which the behavior is grounded (Erisen et al., 2016). The purposive behaviorism concept outlines the importance of cognitive models that are objectively incorporated in classroom learning situations.
References
Erisen, Y., Celikoz, N., & Sahin, M. (2016). Cognitive Learning Theories. In Z. Kaya & A. S. Akdemir (eds.), Learning and Teaching: Theories, Approaches, and Models (pp. 31-45). Ankara, Türkiye: Çözüm Eğitim Yayıncılık.
Xiong, H., Li, L., & Qu, Y. (2015). Exploring EFL Teachers’ Cognitive Models through Metaphor Analysis. SAGE Open, 5(4), 1-11.
