Chapter 6: Cognitive Theories of Learning: Basic Concepts Cases to Consider

Read this Case to Consider, then voice your opinion on this topic area and see where you stand compared to others.

Knowledge and Learning How to Learn

Two 11th-grade U.S. history teachers, Helen Baker and George Kowalski, are talking in George's classroom after school. Helen has taught for 7 years and George for 21 years at Garfield High School, home of the current state high school basketball champions. Both teachers are members of the Social Studies Department's curriculum committee, which is in the process of revising the U.S. history course.

Helen: It really is wonderful, the kind of school spirit we have here at G.H.S.

George: Well, having won the state basketball championship twice in the last five years hasn't hurt any! Do you realize we were among the top four teams each of the last ten years except 1991 and 1994?

Helen (smiling): You're very good with facts like that, George. And speaking of facts, I wanted to talk to you about our disagreement about the curriculum revision. I thought that if you and I could work out our differences, maybe the committee would get out of the stalemate we're in.

George: Well, Helen, as I see it, you contend that students first need to master the facts of U.S. history before they can move on to higher-order thinking like problem solving and working with abstract concepts. My view is just the reverse. For generations we've taught students facts, and they forget them right after the test is over. That's because we don't ask them to use the facts in higher-order thought. To me, that's the only way you can learn to think abstractly and solve problems.

Helen: But, George, trying to think abstractly and solve problems must be based on knowledge. Otherwise, problem solving is a pointless exercise-it amounts to a sharing of ignorance among the uninformed.

George: But I don't think that's as pointless as the other extreme-sticking to lecture and discussion and objective tests on key names, dates, terms, and events!

Helen: I know you use a lot of small-group and independent study work and give essay-type tests. I heard some students talking about how your questions really blew their minds. I think one was "What would the United States be like today if the South had won the Civil War?"

George (chuckling): Yes, that stirred them up a bit!

Helen: But, George, believe it or not, I've asked my students to write on that question from time to time when we're on the Civil War, and their answers were terrible-totally devoid of facts. The kids just wrote their opinions.

George: That's my point, Helen! Students have to learn how to use facts-and practice organizing and incorporating them into answers. Basketball players look terrible the first time they try a slam-dunk. But after they learn the technique, it's easy!

Helen: I think where we really disagree is on strategy. I maintain that learning the facts is the first step and higher-order thinking follows. You begin by posing problems and questions and hope that the kids will learn the facts to answer the questions. That seems like throwing kids into a lake and asking them to swim.

George: Sure, the facts and fundamentals are important, but in my experience, kids just forget them. But if you compel kids to determine and then use the facts, they'll remember them long after the test. I'll bet some of the things they learn in my course are still with them when they're adults.

Helen: Well, George, I just can't see how we are going to reconcile our two positions. Can you?

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